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Structured Motor Rehabilitation After Selective Nerve Transfers

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Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms.

W Catherine Cheung¹, Michaelene M Ostrosky¹, Paddy C Favazza²

¹Department of Special Education, University of Illinois at Urbana-Champaign, 288 Education, 1310 South Sixth Street, Champaign, IL 61820 USA.

Early Childhood Education Journal

|January 31, 2022

Summary

Teachers recognize the value of structured motor programs for children with disabilities (CWD). However, they express concerns about implementation, highlighting the need for professional development and quality program design.

Keywords:

Disabilities Perceptions Physical activity Preschoolers Structured motor programs Teacher

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Published on: August 15, 2019

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Published on: September 11, 2021

Area of Science:

Early Childhood Education
Special Education
Pediatric Physical Therapy

Background:

Children with disabilities (CWD) exhibit lower participation in physical activities compared to typically developing peers.
CWD often require direct teacher support for motor skill development and peer interaction during play.
Understanding teacher perceptions is crucial for promoting physical activity engagement in CWD.

Purpose of the Study:

To investigate preschool teachers' perceptions of structured motor programs for CWD.
To identify factors influencing teachers' motivation to implement these programs.
To explore teachers' concerns regarding program implementation and child behavior.

Main Methods:

Semi-structured interviews were conducted with 17 preschool teachers in inclusive settings.
Interview transcripts were analyzed to identify recurring themes.
Qualitative data analysis focused on perceptions, benefits, and challenges of structured motor programs.

Main Results:

Most teachers perceived structured motor programs as beneficial for preschoolers.
Teachers acknowledged the importance of these programs for skill development and peer interaction.
Key concerns included managing program expectations and addressing challenging behaviors of preschoolers.

Conclusions:

Professional development is needed to equip teachers with skills to support CWD in motor activities.
Teachers require strategies for scaffolding participation and facilitating peer interaction.
Developing high-quality, accessible structured motor programs is essential for inclusive preschools.