Improving learner outcomes

Dyspraxia and Motor Coordination Difficulties
Supported learning for teaching professionals
Flexible self-paced learning
Flexible licensing options

About dyspraxia and motor coordination difficulties

In many classrooms there are students who have difficulty with:

Gave me great insight into motor coordination – it's definitely raised awareness and knowledge of motor coordination.

Primary Teacher

  • fine motor skills, such as writing, drawing, and using scissors, and manual dexterity
  • gross motor skills, such as walking up and down stairs, dressing, eating and coordination
  • playground and sports activities, such as running, jumping and catching or kicking a ball
  • low self-esteem as a result of their difficulties

These students may have motor coordination difficulties (MCD), also known as dyspraxia or developmental coordination disorder. There are degree of MCD, and there may be co-occurring difficulties such as speech and language difficulties, poor organisational skills, challenging behaviour and social difficulties.

Designed for professionals

This training has helped us to be even more conscious of the students troubles and get extra support where necessary.

Secondary Teacher

Course outline

Developmental Coordination Disorder (DCD), also known as dyspraxia, represents a category of motor coordination difficulties that can significantly impact a student's academic performance despite their intellectual capabilities aligning with their peers. This course is designed to deepen educators' understanding of DCD and its implications for learning and to equip them with the tools to support students facing these challenges.

The course focuses on:

  • An overview of DCD, including definitions, the range of terminology used, and the distinction between fine and gross motor skills difficulties.
  • The identification of 'hidden disabilities' and how motor coordination difficulties, though often not immediately visible, can affect a student's academic achievements and daily life.
  • The exploration of co-occurring difficulties associated with DCD, such as speech and language challenges, poor organizational skills, challenging behaviors, and social difficulties, along with strategies for addressing these issues.
  • Guidelines for assessing student needs effectively and evaluating the success of interventions, focusing on a variety of practical and achievable strategies.
  • The development of SMART goals for students with DCD, tailored to meet their specific needs and support their full participation in the classroom environment.
  • Practical strategies for making classrooms more inclusive for students with DCD, supported by evidence-based approaches.

This course aims to support teachers in recognizing and addressing the complexities of motor coordination difficulties, thereby making a significant difference in the inclusivity and effectiveness of their teaching practices.

This course is divided into sections.

  • Understanding
    Learn about the characteristics and range of impairments associated with motor coordination difficulties, and understand the difficulties students can have in planning and carrying out movement. Experience what it may feel like to have motor coordination difficulties.
  • Assessment for Learning
    Explore the main types and purposes of assessment, and using checklists to carry out observations. Understand how and when to refer children to multi-professional teams for motor assessment.
  • Interventions
    Explore a range of strategies to enable students to build and master motor skills, and modify tasks and the learning environment to help them succeed. Recognise the importance of making reasonable adjustments in social and sporting activities to maximise the inclusion of these students.
  • Case Studies
    View real video examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.

Providing professional learning in disability and inclusion since 2008

I think that all teachers in Australia should do this course as MCD affects so many students in so many ways. It isn't hard to do and improving our knowledge will have a positive result on all students.

Primary Teacher

Who is the course for?

Our Dyspraxia and Motor Coordination Difficulties course is perfect for those who work in schools and specialist settings, such as teachers, learning and support teachers, teaching assistants and school leaders. The target age range is compulsory education, although the course may also benefit education professionals in pre-school and kindergarten settings.

Over 179,000 participants worldwide

Why join the course?

Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting students with dyspraxia and motor coordination difficulties.

How would you rate your current skills in planning and implementing interventions for students with dyspraxia and motor coordination difficulties?

  • Not confident
  • Somewhat confident
  • Fairly confident
  • Very confident


Pre chart
  • 7.4%
  • 64.3%
  • 26.1%
  • 2.2%


Post chart
  • 1.5%
  • 38.2%
  • 60.3%

As of December 2019

This course aims to support teachers in making their classrooms more inclusive for all students by providing an understanding of the impact of motor coordination difficulties. It offers practical and achievable assessment ideas and intervention strategies to address a range of specific identified needs.

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What you will learn

On successful completion of the course, participants will be able to:

  • recognise and describe the main features of motor learning difficulties
  • describe, using correct terminology, the difficulties students can have in planning and carrying out movement
  • identify the characteristics and range of impairments associated with motor coordination difficulties
  • refer children for motor assessment to the appropriate multi-professional teams
  • use checklists to carry out observations of a child’s motor skills
  • apply a graduated response to meeting the needs of students with motor difficulties, using the assess, plan, do review cycle
  • employ strategies that enable students to build and master motor skills
  • modify tasks, alter expectations and change the classroom environment to help students meet with success
  • make reasonable adjustments in social and sporting activities to maximise the inclusion of students with motor difficulties
  • set SMART goals and implement strategies for improving outcomes
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