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TEACHING TO MEET LEARNERS’ NEEDS

TEACHING TO MEET LEARNERS’ NEEDS. Chapter 4. LEVELS OF MOTOR FUNCTION. Basic Neurological Building Blocks. Equilibrium Reflexes Vestibular Kinesthetic Refractive and orthoptic vision Tactile Audition Primitive Reflexes. Perceptual Motor Integration. Balance Laterality

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TEACHING TO MEET LEARNERS’ NEEDS

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  1. TEACHING TO MEET LEARNERS’ NEEDS Chapter 4

  2. LEVELS OF MOTOR FUNCTION

  3. Basic Neurological Building Blocks • Equilibrium Reflexes • Vestibular • Kinesthetic • Refractive and orthoptic vision • Tactile • Audition • Primitive Reflexes

  4. Perceptual Motor Integration • Balance • Laterality • Directionality • Body Image • Spatial Awareness • Cross-lateral Integration • Ocular Motor Control

  5. Motor Fitness Integration • Agility • Power • Speed • Coordination

  6. Physical Fitness Integration • Strength • Flexibility • Muscular Endurance • Cardiovascular Endurance

  7. Functional Skills • Locomotor • Rolling • Crawling • Walking • Running • Jumping • Sliding • Galloping • Skipping • Climbing Stairs

  8. Functional Skills • Object Control • Kicking • Catching • Throwing • Striking • Bouncing

  9. Sport skills • Dribbling, shooting, rebounding, spiking, volleying, serving, trapping, pitching, tumbling, punting, diving, skiing, batting

  10. FACILITATING SKILL DEVELOPMENT • Teach Specific Skills (Top-Down) • Eliminate Deficiencies (Bottom-Up) • Programmed Instruction I CAN

  11. Teach Specific Skills • Determine what is to be taught • Conduct a task analysis to determine what the student already can do • Teach the specific components of the task the student cannot do • The older the student, the more effective this approach

  12. Eliminate Deficiencies • Determine whether all sensory input systems are functioning • Select activities that will promote development of those systems that are delayed • The younger the student, the faster the gains The Vestibular System

  13. PROGRAMMED INSTRUCTION • The goal is to promote students’ abilities to direct their own learning. • Set up stations that provide a different activity that can be performed from simple to complex

  14. PROGRAMMED INSTRUCTION • Each student performs only the level that is appropriate for that student • Students keep a record of performance at each station Spenser

  15. Functional Adaptations • Modifications to enable all to participate: • Change task demands • visual instead of auditory cues • limit running demands • lower the basketball hoop height

  16. Functional Adaptations • Change rules (allow double dribbles, promote cooperation instead of competition) • Use an assistive device (walkers, crutches, wheelchairs, peer buddy)

  17. GENERALIZATION TO COMMUNITY ENVIRONMENTS • Work with the student to determine what activities are enjoyable • Select activities which can include the family

  18. GENERALIZATION TO COMMUNITY ENVIRONMENTS • Practice skills learned in the physical education setting in the community • Ensure student has all of the skills needed to access the activity in the community

  19. COMMERCIAL PROGRAMS • Programs are available for students with severe disabilities: • Achievement-based Curriculum (I CAN) • Data-based Gymnasium • Mobility Opportunities Via Education (MOVE) • Special Olympics Motor Activities Training Program (MATP)

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