Fine Motor Skills | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving fine (small) physical motor skills of the fingers and hands.

Teaching Strategies

Instructional

• Implement school-based strategies provided by a Physical or Occupational Therapist.

• Use assistive devices, like pencil grips and various sizes of writing instruments.

• Create opportunities for paired writing activities with peers who have strong fine motor skills.

• Use assistive technology and computers.

• Provide copies of notes.

• Chunk written work into parts.

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Environmental

• Use preferential seating to use assistive technology (near an outlet).
• Provide a larger or slanted work surface.
• Use stress balls to massage tired hands and to strengthen hand.
• Substitute key lock for combination lock.
• Monitor the student for safety when working with science or art materials, especially if the student is unfamiliar with the specific materials used.

Assessment

• Provide extra time.
• Give oral tests/scribe answers for the student.
• Give tests with a variety of formats to reduce the amount of writing required (true/false, multiple choice).
• Use assistive devices (computer, assistive programs, specific paper/writing tools).
• Provide choice in assignments, including some with less writing demands (Power Point presentations, for example)

Characteristics notebook pencil

Students with fine motor skills needs have difficulty printing and writing legibly. They often have difficulty painting and cutting and sometimes with activities of daily living (eg, dressing). Endurance for fine motor activities can be affected by fatigue. Because of their difficulties, they may seem disinterested, or give up easily on fine motor tasks.

Fine Motor Assistive Device

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Resources

40 Fine Motor Activities