ABSTRACT
Children with Developmental Coordination Disorder (DCD)[1] account for 5-15% of the population. Teachers can expect that, in their classroom, there will be two or three children who are considered to be clinically clumsy, motor impaired or uncoordinated [2]. The multi-dimensional nature of DCD makes it difficult to give a concise or definitive statement of its characteristics. Hulme and Lord[3] adopted a definition for motor clumsiness seeing it as impaired motor performance of a degree sufficient to interfere seriously with many activities of daily life, including tasks involving motor activity and physical play activities. Although there is no observable physical impairment to the untrained eye, as soon as children with DCD start to move, they appear awkward and ungainly. In addition, close scrutiny of the child’s background often reveals accompanying disadvantages physiologically, socially or neurologically.
