Atypical nervous system development
such as cerebral palsy
• Atypical muscle tone
• Atypical persistence of reflexes that should
have faded
• Atypical postural control and movement
Issues to consider:
• Communication system: Every child needs a
communication system
• Education systems MUST provide each child
with a communication system
• Children/youth with CP will most likely need
alternative or augmentative communication
systems
Motor issues associated
with hearing loss
• Sensori-neural losses or ear diseases can cause
vestibular mechanism failure and as a result
movement challends
Motor issues related to
vision loss
• Often children with vision impairments have
developmental delays in language, self-care
skills, and gross and fine motor movements
• Without adequate vision, children may
experience orientation problems caused by
difficulties with creating a mental map of the
environment
• Loss of motivation to move and interact
Integrated therapy
 Integrating therapy and functional goals
related to motor skills
Purpose of physical management
in the classroom
 Encourage functional movement in purposeful
and meaningful activities
 Encourage maximum participation in home,
school, and community - postural control,
stability, arm and hand use, transfers and
mobility, and motor participation
 Minimize the negative impact of physical
disabilities on movement and function and
reduce the risk of secondary problems
 Promote the development of posture and
movement skills to the extent possible given
the child’s capabilities
This includes:
 Proper positioning in order to engage in
activities
 Preparing a child to participate in tasks
 Providing assistance as needed
 Carrying out activities that facilitate
achievement of the motor goals
 Planning a daily schedule that provides a child
with experience in a variety of positions
 <ala your assignment!! :)>
Neurodevelopmental
Therapy (NDT)
 NDT concepts:
 handling techniques to influence muscle tone
and facilitate postural control; minimize the
impact of atypical muscle tone; allow child to
feel what it’s like to be aligned and in control
 Key points of motor control
 Facilitation and inhibition
Functional motor learning and theory what the research says
 Motor learning is enhanced when participation
is active
 Motor learning is enhanced when actions are
goal directed
 Motor learning is enhanced when sessions
include both repetition and problem solving
 Motor learning is enhanced by practice in
meaningful contexts
 Performance is enhanced when the performer
assumes an optimal state of readiness for
action
Teaching motor skills
 Campbell: Teach new skills embedded in
routines and activities that are going well;
when routines are not going well use
adaptations and other strategies
Remember…
 Remediation: teach when routines are going
well
 Compensation
 Adaptation
Teaching gross motor
skills
 Determine best way for student to move: safety,
efficiency
 Task analyze
 Determine HOW the teaching will go
 Think about natural cues and consequences
 How will the student best focus and concentrate
 When is the best time to teach this?