| There is no clearer opportunity to witness the "mind | | | | 1. Curriculum updates- Does the program provide new |
| body" connection then when working with children who | | | | ideas, and specific activities as this is an evolving field? |
| are struggling with developmental disabilities. Their | | | | 2. Detailed experience based manual- Is there a |
| actual body awareness, balance, spatial awareness | | | | comprehensive and easy to follow instructional manual |
| and sustained physical focus goes hand in hand with | | | | based on actual experience in the classroom? |
| their mental clarity, ability to complete a task, and | | | | 3. Music that balances simplicity with rhythmic |
| emotional control. If teachers, parents and caregivers | | | | stimulation- Sound is often a very sensitive issue for |
| can focus on increasing a child's physical balance, | | | | many special needs children. Musical choices should be |
| strength and coordination, often they will notice a | | | | geared to the needs of the special needs child. |
| marked improvement their social, mental and emotional | | | | 4. Movements that discourage flapping, rocking and |
| development. | | | | other movements symptomatic of autistic |
| When children with special needs are- | | | | children-Emphasis on symmetry, smooth movements |
| - offered opportunities to practice self regulation | | | | and activities that teach self-regulation are optimum for |
| through special movement games | | | | special needs children |
| - encouraged to increase their muscle strength, ability | | | | 5. Curriculum should be adaptable - The spectrum of |
| to perform symmetrical movements and achieve | | | | special needs disabilities is so vast that the program |
| balance through yoga poses | | | | should be flexible enough to adapt to children with |
| - pushed to increase their stamina with sustained gross | | | | physical and/or neurological disabilities |
| motor activities | | | | Offering a comprehensive fitness program that is fun |
| All these activities instill patterning that effects their | | | | while providing those small successes that keep |
| progress. But not all movement programs are | | | | children excited, boosts their self confidence and |
| successful for the special needs population. | | | | promotes a positive self image guarantees that both |
| Here are 5 key points that will help teachers, specialists | | | | kids and staff will look forward to movement time, |
| and therapists make educated choices when | | | | week after week. |
| comparing special needs fitness programs for children | | | | |