BASIC ACADEMIC SKILLS OF CHILDREN WITH DEVELOPMENTAL COORDINATION DISORDER
Developmental coordination disorder is accompanied by a lack of motor skills performance and affects children in the first years of school despite their possession of mental abilities that qualify them for cognitive development. The European Academy of Childhood Disorders also indicates that children diagnosed with this disorder continue to have movement disorders in addition to the emergence of physical, mental and social problems during adolescence and during adulthood, which negatively affects their mental health (Smits-Engels man et al., 2003). The main objective of this research was to define the developmental coordination disorder to direct the attention of specialists and researchers in the fields related to the disorder from psychologists and social workers, and those working with children with disorder such as teachers and parents to pay attention to this disorder because of its negative effects on the child's development and psychological and social adaptation, as well as on Its academic development, and the importance of strategies for early detection and diagnosis of children with it. In this research, the relationship of the disorder with the child's motor development will be exposed and its impact on the basic academic skills that the child needs in school: such as reading, writing and arithmetic, and determining the relationship between the subtypes of developmental coordination disorders and the quality of basic academic skills.
Keywords: developmental coordination disorder (DCD), basic academic skills