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MOVEMENTLife requires movement -Aristotle

Research shows that movement in the


classroom helps students to
Develop greater confidence as a learner
Improve balance and spatial awareness
Better their focus and attention span
Have a positive attitude in classroom
Anchor thoughts regarding learning
Encourage grown in academia
Enhance self esteem

Movement has been shown to improve ALL childrens ability to gain greater
control of their behavior and learning. Students with disabilities are

Emotional & Behavior Disorders creates outlet for emotion and channels energy & focus
Attention Deficient Hyperactivity Disorder enhances ability to focus and makes learning fun
Mild Intellectual Disabilities enhances self exploration and creates outlet for greater social interaction
Learning Disabilities increases individual expression
Communicative Disorders enhances listening skills and pronunciation
Autism Spectrum Disorder effective form of sensory intervention
Other Health Impairments improve motor ability

Strategies to incorporate movement into the classroom.
Scheduled brain breaks in-between lessons
Teachers will have a time allotted, between lessons or as a transition, to give
students time move around the room before beginning the next activity.
GoNoodle, Jumping Jacks, Crossover Exercises, etc
Include movement into the lesson
Teachers can do this by involving a ball, or other soft object, and toss it back and
forth between students. Students who have the ball will have to answer
questions or respond to the current lesson.
Teachers who use gallery walks within lessons are also encouraging movement.
Students move around the room to the different tables to learn different aspects
of the current lesson.
Flexible Seating
Flexible seating is a great way to give students an outlet to move while listening to
lesson or working on an assignment.
Seating can vary from standing tables, hokki stools, yoga balls, lap desks, and floor
seating. Enabling students to
sit where they will be able to
best learn and focus.

References:
Boswell, B. B. & Mentzer, M. (1995). Integrating poetry and movement for children with learning and/or behavioral
disabilities. Academic Therapy, 31(2), 108-113.
Fletcher, H. L. (1972). Getting results from movement exploration. Academic Therapy, 8(1), 27-32.
Hibben, J., & Scheer, R. (1982). Music and movement for special needs children. Teaching Exceptional Children, 14(5), 171-
176.
Holmes, B., Gibson, J., & Morrison-Danner, D. (2014). Reducing aggressive male behavior in elementary school: Promising
practices. Contemporary Issues in Education Research, 7(4),253-258.
Humphrey, J. H. (1974). Teaching reading through creative movement. Academic Therapy, 9(5), 321-323.
Schwarm, R. W. (1977). Walking in rhythm, moving in style: Teaching fundamental movement patterns to children with
learning problems. Teaching Exceptional Children, 9(2), 52-53.
Shniderman, C. M. & Volkman, A. (1975). Music and movement involve the whole child. Teaching Exceptional Children, 7(2),
58-60.
Zumberg, C. & Zumber, M. (1979). Movement: A therapeutic technique for use with the learning disabled. Academic Therapy,
14(3), 347-352.

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