In the world of a child, their "occupations" are play, learning, and daily self-care (like dressing or eating). If a child is struggling to participate in these activities due to sensory, motor, or emotional challenges, OT helps by building skills or adapting the environment so they can succeed.

Yes. Dyspraxia refers to difficulties with praxis skills. Praxis is heavily reliant on effective sensory integration and, broadly speaking, describes the ability to plan and coordinate purposeful movements.

There are three key components of praxis:

• Ideation – coming up with an idea

• Planning – developing a plan to carry out the idea

• Execution – using the body to carry out the planned action

Some children experience difficulties in one of these areas, while others may experience challenges across two or all three.

It is also important to understand the terminology. Dyspraxia is not a formal medical diagnosis and is not listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Developmental Coordination Disorder (DCD) is the formal diagnostic term used within the DSM and is often used interchangeably with dyspraxia in everyday language.

The DSM outlines four criteria required for a diagnosis of DCD. As Occupational Therapists, we are able to assess and provide clinical evidence relating to three of these criteria. The final criterion requires a medical professional to exclude other neurological or medical causes for the coordination difficulties.

For this reason, we may recommend that a child meets the criteria for DCD pending medical exclusion of other causes, but we cannot provide a definitive medical diagnosis. A formal diagnosis must be made by a medically trained and appropriately designated professional.

What we can do is assess sensory integration, praxis, motor planning, and functional participation, and provide practical support, strategies, and intervention to support your child’s daily life, confidence, and independence.

Ayres Sensory Integration® is an evidence-based clinical framework grounded in neuroscience that requires specialist training. Unlike general sensory play, ASI uses a specific "just-right challenge" to help a child’s brain better organize and process information from the world around them. By using specialized equipment and play-based activities, we tap into neuroplasticity to improve a child's self-regulation, motor skills, and ability to participate in daily life.

Being sensory informed means applying the principles of sensory science to real-life environments (like home, school, or the supermarket) rather than just the clinic. It is a way of looking at a child’s "behavior" and recognizing it as a functional response to their sensory needs.

Even with the best clinical therapy, a child spends the majority of their time in the "real world." Sensory-informed practice ensures that:

• Environmental Fit: We adapt the environment to support the child’s needs. This might mean changing lighting, adding movement breaks, or using specialised seating to help a child stay regulate.

• Immediate Accessibility: While ASI takes time to build new neural pathways, sensory-informed strategies provide immediate support so a child can succeed at a birthday party or in a classroom today.

• Empowerment for Caregivers: It translates complex neuroscience into "anywhere, anytime" tools. It empowers parents and teachers to understand why a child is struggling and how to support them in the moment.

• Trauma-Aware & Compassionate: It shifts the narrative from "This child is being difficult" to "This child’s nervous system is overwhelmed," fostering a much more supportive and neuro-affirming relationship.

Naturally OT is Devon (UK) based (nr Ashburton).

I offer sessions in clinical settings for assessments and intensive sensory work, but also in your home, and/or school to help skills transfer directly to real-life situations.

At present, clinical spaces are available in Exeter, Broadhemston or Plympton..

Very! You are the expert on your child. I work as a partner with you, so that you can take strategies and tools forward confidently in the real world.

In many ways! It depends what the school is looking for… options include

• Environmental Audits: I help identify small tweaks to classroom lighting, seating, and layout that can significantly reduce sensory overload for individuals or whole class.

• Actionable Strategies: I provide guidance on supports that can be used during lessons to keep students regulated and "ready to learn."

• The "Why" Behind the "What": I help staff understand the sensory triggers behind a child's distress, so we can proactively put strategies in place.

• Collaborative Goal Setting: I ensure therapy goals align with the curriculum and Individual Education Plans (IEPs/EHCPs), so the support directly improves academic and social participation.

• Signposting Students: Providing whole class observation to identify students who may benefit from individualised support.

Pricing based on the needs of you, your school or your child. After an initial conversation, we’ll provide a transparent quote with no hidden costs. description.

You can reach us anytime via our contact page or email. We aim to respond quickly—normally within 24-48hrs.