Special Needs 

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One of the primary goals of inclusive programs is to create an atmosphere in which positive peer relationships can flourish. Early childhood professionals in inclusive classrooms strive to provide individualized education to young children with special needs alongside their peers who do not have special needs. For all children to learn and develop successfully, it is important for educators to engage in extensive and meaningful collaboration with each other.  

Physical activity may be experienced differently by children with developmental disabilities. For these children you may have to adapt your curriculum and environment, as well as your classroom activities to enable them to succeed. ​Some children in your care may have conditions that affect their motor development, including physical and cognitive disabilities, neurological and perceptual disorders, and attention-deficit/hyperactivity disorder. 

Children with individualized education programs (IEPs) have a specific plan to help them meet their personal goals and objectives. In general, these children will need changes or adaptations to the curriculum, classroom environment, and daily lesson plan activities. Children with physical and other developmental disabilities may need related services to ensure that they fully access their classroom and school curriculum, activities, environments, extracurricular activities, and school events. ​ 

​Children with physical disabilities may have difficulties with motor coordination and muscle strength. While some children may be able to engage in play and self-help activities with minimal or no help at all, other children may need significant support and may require the use of assistive technology. This could include equipment, such as wheelchairs or braces, or communication devices that enable them to explore their surroundings and interact with others.   

Children with physical disabilities may also have visual, hearing, or intellectual impairments that require the use of significant supports and accommodations when it comes to daily classroom activities. You may be working with children who have low muscle tone (leading to poor balance) and you will have to support their access and participation in motor activities. ​ 

Course Navigation Menu

1. Course Agenda
2. Physical Development
3. Benefits of Physical Activity
4. Infants: Birth through 11 months
5. Infants and Toddlers 
6. Toddlers: 1 through 2 years old
7. Preschoolers: 3 through 5 years 
8. Active Playtime
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9. Discussion: Activity (1/5)
10. Structured Physical Activities
​11. Outdoor Active Play
12. Gross Motor Activities (2/5)
13. Limit Inactive Time
14. Physical Activity Indoors
15. Physical Indoors (3/5)
16. Supporting Physical Activity
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17. Environments that Promote 
18. Promoting Motor Development 
19. Promoting Fine Motor Skills (4/5)
20. Consider All Children
21. Special Needs
22. More Inclusive Environment
23. End of Course Quiz (5/5)
​24. End of Course Evaluation
Parking Lot