ABSTRACT
This chapter aims to define developmental coordination disorder (DCD) and related terms used in schools and in scientific research. It explores the association between DCD and motor delays. The chapter discusses the theoretical models and orientations relevant to teaching students with DCD in physical education environments; strategies and suggestions for teaching physical and functional activities; and the implications of cultural diversity in teaching students with DCD. The developmental skill–learning gap hypothesis posits that as children with DCD get older, the motor skill proficiency and acquisition gap between them and their peers without DCD widens. There are three theoretical orientations to teaching students who have DCD: the general abilities approach, sensory-integration (SI) approach, and specific skill approach. The SI approach assumes that development of cognitive, language, academic, and motor skills depends largely on sensory integrative abilities.
