Dyslexia and developmental co‐ordination disorder in further and higher education—similarities and differences. Does the ‘Label’ influence the support given?

Abstract

Developmental co-ordination disorder (DCD) is a developmental disorder affecting motor co-ordination. The Diagnostics Statistics Manual-IV classification for DCD describes difficulties across a range of activities of daily living, impacting on everyday skills and academic performance in school. Recent evidence has shown that difficulties persist into adulthood. As a consequence, increasing numbers of students are arriving at university and colleges in the UK with a diagnosis of DCD and requesting Disabled Students' Allowance (DSA) to gain support. This preliminary study examined a cohort of 115 students currently in further or higher education in order to compare and contrast similarities and differences in three subgroups: those with a diagnosis of DCD, a second group with DCD and dyslexia and a third group with dyslexia only. It examines how students were supported in the past and now as students. Additionally it identifies differences in reported strengths and difficulties. A higher percentage of those with dyslexia receive DSA. All students have similar types of support not dependent on their diagnosis. The DCD only group lives at home with parents more and has a significantly greater reported motor and executive functioning difficulty than the other two groups.

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