Case Study | Personal Journeys of Living with Dyspraxia

Understanding the personal experiences of individuals living with dyspraxia is crucial for encouraging empathy and raising awareness. These personal stories not only highlight the unique challenges they face but also offer insight into their remarkable resilience and adaptability. By listening to these lived experiences, we can begin to build a more inclusive and supportive environment for those with dyspraxia.

In this article, we will explore the personal journeys of individuals living with dyspraxia, delving into their challenges and triumphs, and the strategies they’ve developed to manage the condition. Through these stories, we aim to shed light on what life with dyspraxia truly entails and emphasise the importance of awareness and understanding in creating a more compassionate society.

What is Dyspraxia

Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a neurological condition that affects motor coordination and planning. It impacts a person’s ability to perform movements smoothly, affecting tasks like writing, tying shoelaces, or even more complex activities such as riding a bike or playing sports. Unlike other motor disabilities, dyspraxia doesn’t result from muscle problems but rather from how the brain processes and coordinates movement.

Dyspraxia can manifest in a variety of ways, but common symptoms include:

Fine motor difficulties – struggles with activities requiring precise hand movements, such as writing, buttoning clothes or using utensils.
Gross motor difficulties – poor coordination and balance, which can affect activities like walking, running, catching a ball or riding a bike.
Poor spatial awareness – difficulty judging distances, leading to bumping into objects or people.
Speech and language difficulties – delayed language development or speech that may be unclear or difficult to follow.
Problems with memory and focus – difficulty concentrating, leading to forgetfulness or an inability to follow instructions.

The exact cause of dyspraxia isn’t fully understood, but it is thought to involve differences in how the brain processes information and coordinates physical actions. It may have a genetic component, and it is often diagnosed in childhood, though it can persist into adulthood.

Diagnosis typically involves assessments by occupational therapists, physiotherapists or paediatricians, who will evaluate the child’s motor skills, balance and ability to complete everyday tasks. Dyspraxia UK offer specialist assessments, analysis and Developmental Coordination Disorder (DCD) diagnosis for children and adults.

People with dyspraxia may struggle with tasks that require coordination, such as writing, typing or participating in sports. Simple activities like tying shoelaces or using scissors can take longer and require much more effort than they do for others.

Dyspraxia often affects executive functioning, making it hard to plan, prioritise or complete tasks on time. Individuals might struggle with understanding how long activities take, leading to lateness or incomplete work.

People with dyspraxia frequently find it difficult to keep track of belongings, remain organised, and structure their daily activities. These challenges can affect school performance, job responsibilities or even personal routines.

The challenges of living with dyspraxia can have a profound emotional and psychological impact, including:

Low self-esteem – repeated struggles with everyday tasks can lead to frustration, embarrassment and a sense of failure, often resulting in low self-esteem. This may be worsened by comparisons to peers who may not face the same difficulties.
Social interactions – people with dyspraxia may struggle in social settings due to their motor challenges or difficulty understanding social cues, which can make forming friendships harder. They might also face teasing or bullying, further impacting their social confidence.
Emotional well-being – the continuous struggle with coordination, organisational issues and social difficulties can lead to anxiety or depression, particularly if the person feels misunderstood or unsupported.

Case Study 1 – Overcoming Academic Challenges

Sarah, a young woman now in her mid-20s, was diagnosed with dyspraxia at the age of 7. Dyspraxia, a developmental coordination disorder, affected Sarah’s fine and gross motor skills, making tasks like writing, physical coordination and organisation difficult. During her school years, she often felt different from her peers, especially when she struggled with activities that seemed to come naturally to others. However, with the right support and strategies, Sarah was able to overcome many of her academic challenges, ultimately excelling in her education.

Throughout her early school years, Sarah faced several significant challenges, particularly around tasks that required coordination and fine motor skills. Some of the most prominent difficulties included:

Handwriting – Sarah’s handwriting was often illegible, slow and painful for her. While her peers could jot down notes quickly, Sarah would still be trying to write a single sentence. This affected her ability to complete written assignments on time, keep up with notes during lectures, and participate in exams.
Participating in sports – dyspraxia also affected Sarah’s gross motor skills, making it difficult for her to engage in physical activities. Team sports that required coordination, balance and fast reflexes were particularly challenging. Her struggles with sports affected her confidence, especially during Physical Education (PE) lessons, where she often felt excluded or embarrassed.
Keeping up with classroom tasks – dyspraxia impacted Sarah’s organisational abilities and attention to detail. She found it hard to follow multiple-step instructions, organise her school materials, and keep up with classroom discussions. Sarah often felt overwhelmed by the pace of the classroom, which led to frustration and anxiety.

To help Sarah manage her dyspraxia and succeed academically, several strategies and interventions were put in place. These included:

Assistive technology

Sarah’s teachers and parents introduced her to assistive technology, such as a laptop and specialised software for typing and note-taking. The use of a keyboard instead of handwriting was a game changer, allowing Sarah to keep up with classroom tasks and complete assignments more efficiently. Additionally, speech-to-text programs were particularly useful during exams, as they enabled her to dictate her answers rather than struggle with writing.

Personalised learning plans

Sarah’s school developed a Personalised Education Plan that outlined her specific needs and adaptations. This included extended time on tests, access to a laptop during classes, and additional time to complete written assignments. Her teachers were made aware of her challenges, and they adjusted their expectations, giving her extra time and one-on-one support when needed.

Support from teachers and parents

Sarah’s teachers played a crucial role in her academic success. They provided her with clear, step-by-step instructions and offered frequent check-ins to ensure she understood assignments. Her parents also worked closely with the school to ensure she received the support she needed. They encouraged her to focus on her strengths, provided emotional support, and celebrated small victories to boost her confidence.

Occupational therapy

Sarah attended occupational therapy sessions to work on improving her motor skills, particularly her handwriting and coordination. Although progress was slow, these sessions helped her develop strategies for tasks like writing legibly, tying shoelaces, and improving her balance in physical activities.

Despite the many challenges she faced, Sarah showed incredible resilience and determination throughout her school years. Some of her most significant milestones included:

Mastering typing skills

By the time Sarah reached high school, her typing skills had improved to the point where she could complete assignments and take notes just as quickly as her peers. This accomplishment allowed her to keep pace in class, participate fully in group projects, and regain her confidence.

Overcoming physical challenges

Although Sarah never excelled in traditional sports, she found joy in swimming, a sport that allowed her to move at her own pace. Swimming became an outlet for her to build physical strength and coordination without the competitive pressure of team sports.

Gaining five GCSEs

Despite her early struggles, Sarah’s hard work paid off. She graduated from high school with enough GCSEs to continue on to college to complete her A levels, an achievement that surprised even her. With the help of assistive technology and adjustments, Sarah was able to excel academically, particularly in subjects like English and history, where her analytical and creative skills shone.

Sarah’s journey through the education system highlights the importance of personalised support and the power of resilience. While dyspraxia presented her with significant challenges, she was able to overcome these obstacles through the use of assistive technology, a supportive network of teachers and parents, and a strong determination to succeed. Today, Sarah serves as an inspiration to others with dyspraxia, showing that with the right strategies and mindset, academic success is not only possible but achievable.

Case Study 2 – Navigating the Workplace

Emma is a 32-year-old marketing coordinator working for a mid-sized advertising firm. She was diagnosed with dyspraxia in her late teens, after struggling for years with motor skills, time management and organisational tasks. Despite excelling in creative thinking and strategic planning, Emma’s difficulties with fine motor skills and managing complex schedules often made her feel inadequate in a fast-paced corporate environment.

After starting her career, Emma faced several challenges that are common for people with dyspraxia in a professional setting:

Emma struggled with managing her time efficiently, especially when juggling multiple projects and deadlines. Dyspraxia can make it difficult to understand the flow of time, leading to frequent delays in task completion and causing stress in a workplace where meeting deadlines is critical.
Keeping track of emails, meetings and project details was overwhelming for Emma. She often found herself missing important appointments or losing track of documents because of her difficulty with organisational tasks, which is a key challenge for people with dyspraxia.
Fine motor coordination issues made tasks like taking handwritten notes during meetings or manipulating small tools challenging. Even typing efficiently on a keyboard required extra concentration for Emma, slowing her down in comparison to colleagues.
Emma also experienced anxiety around verbal communication, particularly in high-pressure situations like client presentations or impromptu meetings. Her struggle to find words quickly during discussions, a common symptom of dyspraxia, made her feel less confident in expressing her ideas.

To overcome these challenges, Emma sought out various strategies and adjustments to thrive in her job. Emma adopted digital tools such as calendar apps, task management software and reminder systems to help with her time management and organisation. Applications like Trello and Asana allowed her to break down tasks into smaller, manageable steps and visualise the timeline of projects. She also set up alerts and reminders to keep track of deadlines and appointments.

Instead of handwriting notes, Emma used speech-to-text software and digital notepads in meetings to record information. This reduced the stress she experienced from manual writing and allowed her to focus on the content of discussions rather than worrying about her handwriting or the speed of her note-taking.

Recognising that she needed support, Emma sought mentorship from a senior colleague who provided guidance on managing workload and improving organisational habits. This mentorship helped her develop better strategies to approach complex tasks and deadlines while also boosting her confidence.

Emma eventually decided to speak with her employer about her dyspraxia. She requested reasonable adjustments, such as more flexible deadlines for certain tasks, or the ability to work from home part-time to allow a quieter environment for focused work. Her employer was supportive and accommodated these requests, which greatly reduced Emma’s stress levels and allowed her to perform at her best.

Emma worked on improving her verbal communication skills by attending public speaking workshops and practising presentations with trusted colleagues. Over time, she built greater confidence in client meetings and was able to articulate her ideas more clearly, despite the challenges posed by her dyspraxia.

Through perseverance and adaptability, Emma not only managed to overcome many of the obstacles caused by her dyspraxia but also achieved significant career milestones. After implementing her adjustments and improving her performance, Emma was promoted to Senior Marketing Coordinator. Her innovative ideas and strong problem-solving skills were recognised by her team, showing that her cognitive strengths outweighed the challenges posed by dyspraxia.

Emma led a successful marketing campaign for a high-profile client, showcasing her creativity and strategic thinking. Her ability to delegate tasks that required strong motor coordination and focus on her strengths (planning, creative concepts) allowed her to contribute to the company’s success.

Emma’s journey in the workplace helped her develop greater self-advocacy and resilience. She learned to recognise her limits and use the appropriate tools and strategies to enhance her productivity. More importantly, she developed the confidence to communicate her needs to her employer, which in turn created a more supportive work environment.

Emma’s story is an inspiring example of how individuals with dyspraxia can thrive in professional settings with the right support and strategies. While the challenges she faced were significant, her ability to adapt, seek help and advocate for herself allowed her to succeed in her career. Her journey also highlights the importance of workplace adjustments and understanding employers in helping individuals with neurodiversity reach their full potential.

Emily, a 26-year-old graphic designer, was diagnosed with dyspraxia at the age of 10. While Emily has found ways to manage these physical challenges over time, she still faces significant social difficulties. In social settings, dyspraxia manifests in struggles with communication, understanding social cues, and coordination in group activities, which often make her feel isolated or misunderstood.

For Emily, the primary social challenges she faced included:

Communication difficulties

Dyspraxia can impact speech, making it harder to express thoughts clearly or quickly. Emily often found herself mispronouncing words, or her thoughts would become jumbled, causing frustration. She struggled to keep up with fast-paced conversations, which made her feel left out. In group settings, where multiple people were talking at once, she often withdrew, overwhelmed by the pace and complexity of the social interactions.

Coordination in group activities

Activities that required physical coordination, such as sports or dancing, were particularly challenging for Emily. During her school years, she felt embarrassed when she couldn’t keep up with her peers in sports or gym class. Her lack of physical coordination made her hesitant to join any group activities that involved movement, fearing judgement from others.

Reading body language, facial expressions and tone of voice was another hurdle. Emily found it difficult to interpret subtle social cues, like sarcasm or emotional shifts. This led to misunderstandings or awkward interactions where she might respond inappropriately without realising it. As a result, she often felt anxious in social situations.

Despite these challenges, Emily was determined to build meaningful social connections. Over time, she developed several strategies that helped her navigate social situations more confidently.

Emily realised that improving her communication skills could help reduce her anxiety. She practised speaking slowly and clearly and, over time, she became more comfortable participating in conversations. Additionally, she started taking social skills workshops designed for individuals with dyspraxia, where she learned strategies for initiating conversations, reading social cues and handling miscommunication. The workshops provided her with a safe environment to practise, without fear of judgement.

Emily joined online and in-person support groups for people living with dyspraxia. These communities became a source of comfort, allowing her to connect with others who understood her struggles. In these groups, she felt accepted and could share her experiences without embarrassment. Through her support network, Emily learned new coping strategies and gained confidence knowing that she wasn’t alone in her challenges.

Instead of avoiding social situations altogether, Emily focused on activities that played to her strengths. She found that creative hobbies, such as art and graphic design, allowed her to connect with others without the pressure of physical coordination. She also joined online creative communities, where the focus was more on sharing ideas than physical presence. This allowed her to socialise in ways that didn’t rely heavily on reading body language or participating in fast-paced conversations.

To avoid the unpredictability of casual social gatherings, Emily gravitated towards structured social settings, such as book clubs, art classes or volunteering groups. These environments provided clear expectations and roles, which reduced her social anxiety. Knowing what was expected of her in these situations helped her feel more in control, making it easier to engage with others.

Reflecting on her journey, Emily acknowledges that building social relationships with dyspraxia requires patience and persistence. She shares some advice for others living with dyspraxia who may be struggling with social connections:

Don’t be afraid to ask for help – “It’s okay to be honest about your struggles. I used to hide my dyspraxia because I didn’t want people to think I was different. But the more open I became, the more understanding people were. Finding people who accept you for who you are is incredibly important.”
Take small steps – “Start by joining small groups or communities where the social demands aren’t overwhelming. It could be an online forum or a small hobby group. The key is to start somewhere comfortable and build your confidence gradually.”
Focus on your strengths – “Everyone has strengths. For me, it’s art and creativity. By focusing on the activities I enjoy, I’ve found people with similar interests, and that makes socialising less stressful.”
Celebrate progress, not perfection – “There will be awkward moments, and that’s okay. Don’t expect yourself to become a social butterfly overnight. Celebrate small victories, like starting a conversation or making a new friend. It’s about progress, not perfection.”

Emily’s journey with dyspraxia highlights the unique social challenges faced by individuals living with the condition, but also their resilience in overcoming those obstacles. By practising social skills, joining supportive communities, and focusing on strengths, Emily has successfully built meaningful relationships. Her experience serves as a reminder that while dyspraxia presents social difficulties, with the right strategies and support, it’s possible to create and maintain a strong, supportive social network.

Common Themes and Lessons Learned

The three individuals in the case studies demonstrated significant resilience and adaptability in managing the challenges associated with their condition. Several common themes emerge that help these individuals thrive across school, work and social settings:

Importance of support networks

Support from family, friends, teachers and colleagues is crucial for individuals with dyspraxia. These support networks provide emotional backing, advocacy and assistance in daily tasks. In school settings, teachers who are aware of a student’s needs can adapt learning environments to make them more inclusive, such as by offering extra time on tasks, breaking down instructions, or utilising technology that aids learning. At work, employers can provide adjustments like flexible working conditions or assistive technologies. Colleagues who understand the challenges of dyspraxia can also offer practical help and encouragement. Socially, supportive peers can help individuals navigate awkward or challenging situations and can foster more inclusive social dynamics.

Self-advocacy

Developing the ability to advocate for oneself is an essential skill for people with dyspraxia. This involves recognising their own needs, asking for reasonable adjustments, and finding ways to express challenges to others. In schools, students with dyspraxia benefit from learning to communicate their needs, whether it’s asking for assistance with physical tasks or requesting clarity on assignments. In the workplace, self-advocacy helps secure the tools and adjustments needed for success, such as modified workflows or ergonomic supports. In social settings, self-advocacy can include explaining the condition to friends or family members to foster understanding and patience, which helps reduce feelings of isolation or frustration.

Personalised strategies for managing daily challenges

Individualised approaches are key to managing dyspraxia. Finding specific strategies that work for each person allows them to cope with the challenges they face. In school, these strategies might include breaking tasks into smaller steps, using visual aids, employing memory aids, or using tools such as speech-to-text software for writing. In the workplace, individuals might use organisational apps, time management tools, or adaptive equipment like voice recognition technology to improve efficiency. In social situations, people with dyspraxia may develop coping mechanisms like preparing for interactions in advance or choosing environments that reduce sensory overload.

Despite the challenges they face, individuals with dyspraxia often demonstrate remarkable resilience and adaptability, qualities that help them succeed in various areas of life. People with dyspraxia frequently need to find alternative methods to complete tasks. This necessity fosters creative problem-solving and innovative approaches. For example, they might develop new ways of studying or adapting their workspace for better productivity.

The repeated effort required to complete tasks that may come easily to others builds a strong sense of perseverance. Individuals with dyspraxia learn to push through frustration, focusing on long-term goals despite short-term setbacks.

Dyspraxia can create unpredictable challenges, but individuals often become highly adaptable, learning to switch approaches when faced with obstacles. This adaptability is beneficial in both personal and professional environments. The emotional toll of feeling different or struggling with everyday tasks can lead to anxiety or frustration, but many people with dyspraxia develop emotional resilience. They learn to cope with these feelings and continue striving towards their goals, fostering a strong sense of self-awareness and self-acceptance.

Early identification and intervention are crucial in addressing dyspraxia. When children receive help early on, they can develop coping strategies and receive the support needed to build their confidence and skills. Occupational therapy is often used to improve fine motor skills and physical therapy may help with gross motor skills and coordination. Educational support programmes can provide learning tools that are tailored to the child’s needs, helping them build academic skills more effectively.

Managing dyspraxia requires lifelong learning, as individuals continually develop and refine coping mechanisms to handle challenges in different settings. As technology advances, individuals with dyspraxia may learn to use new tools to assist them in both academic and professional contexts. Continuous learning also involves staying informed about the condition and exploring new therapies or support methods.

A positive, growth-oriented mindset is essential for overcoming the obstacles of dyspraxia. This includes:

Self-compassion – learning not to be overly self-critical helps reduce anxiety and frustration.
Focus on strengths – emphasising personal strengths, such as creativity, problem-solving or empathy, can boost confidence and provide a foundation for success.
Celebrating small victories – focusing on incremental progress instead of perfection can maintain motivation and reduce feelings of failure or inadequacy.

While dyspraxia presents numerous challenges, individuals with the condition often develop resilience, adaptability and creative problem-solving skills that enable them to succeed. Support networks, self-advocacy, personalised strategies and a positive mindset all contribute to their ability to navigate and overcome the difficulties they face in school, work and social environments. Early intervention and continuous learning further empower these individuals to manage dyspraxia effectively throughout their lives.

Conclusion

The personal journeys of living with dyspraxia, as highlighted in these case studies, reveal the complexity and individuality of the condition. While each person’s experience is unique, common themes such as resilience, adaptability and the ongoing challenge of navigating daily life emerge.

The stories emphasise the importance of early diagnosis, tailored support systems and fostering self-confidence to empower individuals with dyspraxia. By understanding these personal narratives, we can promote greater awareness and acceptance, encouraging a more inclusive society that accommodates neurodiversity and supports the unique strengths of those living with dyspraxia.

The Brain Charity provides practical help on all aspects of living with dyspraxia, emotional support such as counselling, phone befriending, group therapy and social activities for people with dyspraxia from all over the UK.

Case Study: Personal Journeys of Living with Dyspraxia

In this article

What is Dyspraxia