| Children with special needs are often unable to | | | | it: "Children who have trouble focusing are really |
| successfully participate in group class activities. | | | | helped by observing their classmates in a creative |
| This prevents them from creating social | | | | movement class." Everyone has the same |
| connections to their peers and discovering the | | | | directions and set of expectations. In addition, |
| joys of working and playing as a group. They | | | | there is an acceptance of individual choices and |
| struggle with a variety of problems such as focus | | | | how these choices enrich the group. |
| issues, picking up social cues, body control and | | | | Focusing on simple props such as scarves or |
| feeling at ease in their surroundings. These children | | | | beanbags provide an anchor for special needs |
| who often deal with an aide, and find the | | | | children. Colored scarves help special needs |
| freedom, transitions and sounds of the preschool | | | | children focus on the color and movement. Their |
| classroom overwhelming and the rules, confusing, | | | | attention stays on the colors and they feel |
| often do surprisingly well in creative movement | | | | connected to the activity in a positive way. Music |
| classes. These classes can provide just the | | | | also provides a connecting thread that children |
| structure they need without being constraining. | | | | instantly respond to as individuals and as a group. |
| When the activities are clear, fun and simply | | | | If these classes are developed with a tight |
| communicated, special needs kids can easily excel! | | | | structure, simple props and clear directions, special |
| This gives them a feeling of accomplishment and | | | | needs children can become more self regulating |
| peer support, which, in turn, gives them | | | | and participate successfully with their peers. |
| confidence, and a sense of connection that is not | | | | Children with hyperactivity or A.D.D. can be easily |
| prevalent in the other parts of the day. | | | | redirected into the activity at hand without |
| Specialists who accompany these children notice | | | | disruption. This does wonders for their |
| that the continuous flow of a movement based | | | | self-esteem. |
| lesson prevent children from getting distracted. | | | | Incorporating a movement program into the |
| The movement activities connect together | | | | preschool curriculum is a winning solution for |
| seamlessly leaving no room for minds to wander. | | | | helping all children gain respect for each other, |
| If curriculum is presented in short, very simple | | | | learn about themselves and the world around |
| steps it is achievable for a special needs child. | | | | them and have fun! |
| Another added advantage, as one specialist puts | | | | |