Dysgraphia and dyslexia are (neuro)psych diagnosis and neither something school "psychologists" (many of which are not phDs) are qualified to diagnose (they aren't qualified to diagnose anything) nor something special ed law recognizes.
From the school's perspective a diagnosis is meaningless (ask me about ours!) if it doesn't lead to issues in the classroom that meet the criteria for a disability under IDEA. The details are state-specific to some degree, but federal law provides a framework. For "pure" dysgraphia the IDEA category would be "specific learning disability", and the Department of Education framework is here:
http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,23,
Potential pitfalls for you:
"Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability"
along with "The child does not make sufficient progress to meet age or State-approved grade-level standards [...]; or the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability"
Also "not primarily the result of: A visual, hearing, or motor disability".
With a diagnosis of DCD or EDS and a child performing academics above grade level you might be better off pursuing qualification under Other Health Impaired.
And this:
http://legalclips.nsba.org/?p=1369 is disheartening.
