Assessment can be arranged for children with a variety of difficulties.  Occupational Therapy Essex specialises in providing assessment for children with Developmental Co-ordination Disorder (DCD), including Dyspraxia.  Areas of function assessed include:

Motor Skills and Visual Perception

  • Fine Motor Skills: manipulating small objects and using tools.
  • Gross motor skills: co-ordination of large movements.
  • Visual Perception: the ability to recognise and interpret visual information.  Difficulties with visual perception can lead to reduced ability to acquire handwriting, reading and other skills.
  • Visual-Motor Integration: the ability to accurately to co-ordinate eye and body movements.  An essential skill for developing handwriting and other motor skills.

School Activities

  • Handwriting difficulties: pencil grasp, sitting posture, legibility, fluency, letter formation, letter positioning, etc.
  • Handwriting speed: for informal use and when assessing the need for Access Arrangements (for example, extra time) in National Curriculum Assessments (SATS), Eleven Plus (11+) and for presentation to examination boards (GCSE and A levels).
  • Scissor skills.


  • Dressing:  Donning and removing clothing, fastenings, etc.
  • Personal care:  Washing, cleaning teeth and toileting.
  • Feeding and cutlery use.

Life Stages

  • Transition to pre-school or reception: Independence in personal care, motor skills, pencil skills, use of scissors, etc.
  • Transition to Secondary school: assessment can include all of the above issues as well as organisational skills, independence and mobility.

Assessment involves observing and discussing everyday activities to identify areas of difficulty.  Standardised assessments are used where necessary.  Wherever possible, and with parental consent, assessment will involve consultation with carers, school and other professionals involved in the child’s care.

Following assessment a written report can be provided detailing assessed difficulties and recommendations for intervention.  If necessary this can be used to support application for statutory assessment (Education, Health and Care Plan).

We firmly believe that working as part of a team is in the interests of the children we see.  We work closely Speech and Language Therapists and an Independent Specialist Teacher/Educational Consultant to ensure that children are referred to the most appropriate profession.