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As an occupational therapist in the school setting, I know that the more I can get students' whole bodies involved in learning, the better their progress. This is especially true for my special needs students who are often faced with significant fine motor, gross motor, visual motor, and sensory motor challenges. Providing unique opportunities to develop muscle control, coordination, motor planning, and problem solving skills can greatly impact how a special needs student functions in the classroom. Here are some examples: -use of alternative seating, such as sitting on a wobble chair or moving feet to operate an uder-the-desk peddling machine, can support improved attention to task and seated behavior -structured classroom movement breaks, such as balancing on a wobble cushion, balance board, or stepping stones, can develop core muscle control that support postural endurance for seated tasks, and can also improve balance skills needed for participation in physical education class -opportunities to spin can provide vestibular input that increases internal organization for sustained attention and it can reduce off-task wandering -specially placed carpet markers can improve awareness of personal space and can also be used to designate body position for standing work breaks -providing alternative materials for writing, such as a doodle pad, can improve student engagement and help develop important underlying visual motor skills needed for success with paper/pencil tasks which are often non-preferred -using traceable stencils can be a great way to build pencil control skills for students who are struggling with learning to form shapes, letters, and numbers. -simple construction toys that have a peg & hole design are helpful in building problem solving and fine manipulation skills as a precursor to using a pencil and scissors in the classroom

About my class

As an occupational therapist in the school setting, I know that the more I can get students' whole bodies involved in learning, the better their progress. This is especially true for my special needs students who are often faced with significant fine motor, gross motor, visual motor, and sensory motor challenges. Providing unique opportunities to develop muscle control, coordination, motor planning, and problem solving skills can greatly impact how a special needs student functions in the classroom. Here are some examples: -use of alternative seating, such as sitting on a wobble chair or moving feet to operate an uder-the-desk peddling machine, can support improved attention to task and seated behavior -structured classroom movement breaks, such as balancing on a wobble cushion, balance board, or stepping stones, can develop core muscle control that support postural endurance for seated tasks, and can also improve balance skills needed for participation in physical education class -opportunities to spin can provide vestibular input that increases internal organization for sustained attention and it can reduce off-task wandering -specially placed carpet markers can improve awareness of personal space and can also be used to designate body position for standing work breaks -providing alternative materials for writing, such as a doodle pad, can improve student engagement and help develop important underlying visual motor skills needed for success with paper/pencil tasks which are often non-preferred -using traceable stencils can be a great way to build pencil control skills for students who are struggling with learning to form shapes, letters, and numbers. -simple construction toys that have a peg & hole design are helpful in building problem solving and fine manipulation skills as a precursor to using a pencil and scissors in the classroom

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