Improving Motor Abilities

Abstract

Many professionals in the field of learning disabilities talk about the need for motor training as a part of the total remedial process. We hear and read such terms as sensorimotor training or perceptual-motor training and other combinations. At present, our field remains divided in opinion as to whether motor training under any name contributes directly to improved academic functioning. It is not our intent to debate the issue. We do believe, however, that there are learning disabled children who exhibit severe motor dysfunction along with their academic disabilities. Whether there is a direct link between instruction in motor ability and improved academic functioning hardly seems the crucial question. The 10- or 12-year-old child who has such a motor impairment that he is unable to participate in group activities has a real problem, no matter what academic abilities or disabilities he may possess. This month we review a variety of resources that might be used in developing programs to improve motor abilities. The materials range from a comprehensive teaching and management program to several other materials with a more limited scope. At present, motor training materials are often considered frills to be bought if there is a little money left over at the end of the year. The editors hope such materials become a more common purchase in the future. — C.V.E., B.W.