kesstrel - I do think people could do more research into dyspraxia and find better methods for teaching people with dyspraxic tendencies, but it is difficult. In my ds1's case (who is not diagnosed with dyspraxia, but who has very clear discrepancies in his ability profile), a lot of things have made a colossal difference to his ability to join in and his self esteem, mainly things done outside of school. Ds1 has the advantage that he has a phenomenally good short term, long term and working memory, so rote learning physical skills is not an issue for him - I'm not sure this is the case for most dyspraxics!!
In ds1's case, physiotherapy advice from a paediatric physio who understood hypotonia and hypermobility (common findings in children diagnosed with dyspraxia) was hugely helpful. Ds1 had no idea if he was using his body in all the wrong ways, and unless moving in front of someone who knew how to break down complex movements into their constituent parts, nobody else could work out what on earth he was doing wrong, or why he wasn't doing it, either, it was just obvious that what he was doing was really wrong, if he did anything at all - he didn't seem to know where all the muscles in his body even were, let alone how to use them or in which order. He had to be taught how to roll over, how to get from lying to sitting, how to crawl, how to pull to stand, how to climb stairs, etc, etc... I'd begun to despair, because I couldn't work out why he did such dumb-seeming things with his body (if he did much more than sit and look unhappy), and why he didn't seem to be able to work out how to do pretty simple things, like getting a jumper the right way up (surely it's obvious that the long, thin bits are for the arms?!), or put a hat on, when he could read and write fluently from an unusually early age. Then came the years of swimming lessons, which helped build up strength (eventually, when he could swim well enough), the wind instrument playing, which helped him discover how to use his diaphragm muscles and thus improve his breathing, and therefore helped his swimming, enjoyment of physical activities and general stamina... which meant he was willing to do more of these things and thus was in a position where he could get better at them... and the piano lessons, which helped him develop his sense of rhythm and timing, boost his self esteem because he could read music unlike many other people and had a physical skill others don't have for a change, and which hugely improved the co-ordination and strength of his hands. He turns out to be really quite musical. Then came the tennis coach who made it all fun and not embarrassing to be considerably older and taller than the other children, and the person who managed to show him how to catch a ball successfully (which I hadn't achieved, despite trying), so that he came home and wanted to practice, etc, etc... Lots of people have been involved in helping my ds1, but the time to do that is not available at school.
And then there's the fact that some of the more visual skills in maths that he sometimes has a bit of difficulty with (eg reflection, symmetry, rotation) can be made easier by showing that you can sometimes get to the answer through counting (particularly if done on squared paper, where movements and lines can be seen as distances across and up, which are easier to perceive than looking at them straight away as diagonals... and it's much easier to track where each corner of the shape ends up and then put it all back together and check the look of it than to keep track of the whole movement as one "thing" the entire time), or turning the page around so that you don't have to visualise the position you are supposed to be starting in, but have the page rotated that way already to get you started (like the people who turn maps around to help them!... sometimes it's just the getting started that people find difficult, then they can visualise the rest of the process OK). Teachers don't always seem to have the time to break these things into little stages for the children that need this, or just the time to keep working on those particular things with a child when there are other things to move onto. Ds1 is actually pretty good at many visual skills and never had trouble, eg, telling left from right, but others, generally those involving movement, he needs to have broken down for him, and teachers don't spot the "details" of his needs.
Basically, at the end of the day, I just want my ds1 to have the basic skills he needs to lead an independent, fulfilled and productive life. He has those skills, now, but more of them have been gained outside of school than I would like, to be honest - you really don't want to feel that school is actually getting in the way of your child's development, because they want to break down things for him he already knows and aren't interested in the things he needs help with!