Children In Special Schools Research Articles

Tingkat Kemampuan Melempar Bola Pada Permainan Bocce Anak Tuna Grahita Ringan Peserta Didik Putri (SDLB) Negeri Wiradesa Kabupaten Pekalongan

Special Education is intended for students who experience difficulties in the learning process due to physical, emotional, mental, intellectual, or social disorders, or have extraordinary intelligence and talent potential (National Education System Law of 2003). Children with physical, cognitive, and behavioural disorders generally receive educational services at Special Schools (SLB), which are special schools for children with special needs. This study used a "One Group Pretest - Posttest" design with a sample size of 10 female students in elementary school. Before being given treatment, an initial measurement of gross motor skills was carried out on moderately mentally retarded students at SLB Negeri Wiradesa with light warm-ups. Furthermore, bocce games were given as a treatment to train gross motor skills. After that, re-measurements were carried out to see changes in gross motor skills, referred to as final tests. The results of the study showed that bocce games could improve the gross motor skills of moderately mentally retarded students in Physical Education subjects at SLB Negeri Wiradesa, especially for female students.

Cross-bite and oral habits among Albanian autistic children according to the stages of occlusal development

This study had two aims. First, we aimed to investigate the prevalence of ACB, PCB, and oral habits among a group of Albanian children with ASD compared with a group of children without ASD. Second, we aimed to identify the associations of ASD with ACB, PCB, and oral habits. The sample inlcuded 125 children with ASD (91 males, 34 females) from 2 special schools for children with disabilities and 2 daily residential centers in Tirana. The control group included 125 children without ASD. The relationships between categorical variables were evaluated via the chi-square test. To identify the potential risk factors for ASD, we performed binary logistic regression. No statistically significant differences were found for CB or oral habits between the primary and adolescent dentition stages. A comparison of children with ASD with CB and oral habits revealed a significant difference in the prevalence of PCB. Binary logistic regression revealed that ACB, PCB and oral habits were not associated with ASD. CB was more prevalent among children with ASD in the primary and mixed dentition stages. Oral habits were more prevalent in the mixed and adolescent dentition stages. However, ASD is not a risk factor for CB or other oral habits.

Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges

This research aims to overcome language learning difficulties faced by students with special needs by applying a task-based approach and differentiated learning (DI). Qualitative methods are used in analyzing data. The research took place at a special school at SLB Negeri 2 Denpasar. SLB Negeri 2 Denpasar is a special school for children with hearing impairments. In this remarkable school, students would learn to communicate by reading the movements of their lips. Primary data in this research refers to the exact information obtained from student grades and academic tests. The treatment is modified according to the children's cognitive capacities. The results showed that task-based and differentiated learning (DI) are effective techniques in supporting students with special needs. High school students with special needs require a different type of parental guidance. Students with special needs can receive learning support by limiting choices and guiding choices. Providing autonomy for students to engage in task-based learning can facilitate higher student learning.

The impact of educational videos on toothbrushing behavior among hearing impairment children in special schools in Jambi city

The impact of educational videos on toothbrushing behavior among hearing impairment children in special schools in Jambi city

Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference

ABSTRACT The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers.

DIFFERENCES IN INCIDENCES OF UNDESIRABLE BEHAVIOR PATTERNS IN CHILDREN WITH VISUAL IMPAIREMENT BASED ON EDUCATIONAL CONDITIONS

The aim of this research was to examine incidences of undesirable behavior patterns in children with visual impairment in relation to educational conditions. The sample consisted of two groups of visually impaired children: blind children (N=19), visually impaired children (N=44), selected from the population of visually impaired children from the first to eighth grades in regular elementary schools in the Tuzla Canton, and the population of blind and visually impaired children in special education boarding schools, also from the first to eighth grades in Centers for Blind and Visually Impaired Children and Youth in Nedžarići, Sarajevo, and the Center "Budućnost" in Derventa. The variables were divided into two groups: independent variables and variables for assessing the incidence of undesirable behavior patterns. The obtained results were processed using descriptive analysis and analysis of variance. By analyzing the results on variables assessing the incidence of undesirable behavior patterns, we can conclude that there is a statistically significant difference in the incidence of undesirable behavior patterns between the two examined groups, among children with visual impairment who are educated in special education boarding schools and regular schools, specifically in the variables of unacceptable speech habits and psychological disorders. These undesirable behavior patterns are more prevalent in children attending regular schools compared to those in special education boarding schools, which can be attributed to inadequate acceptance by the social environment and a lack of adequate rehabilitation treatment. Keywords: blind children, visually impaired children, undesirable behavior patterns, educational conditions.

Implementation of Learn to Play Therapy for Children in Special Schools.

Play is the primary occupation in childhood and fundamental to occupational therapy practice. To evaluate a play intervention in special school settings. Pre- and postinvolvement of a 7-mo play program. Four special schools in Victoria, Australia, for children with IQs < 70. Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists. Learn to Play Therapy for 1 hr per week over a 7-mo period. Pre-post outcome measures included children's pretend play skills, language, social skills, emotional regulation, and academic competence. Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children's pretend play (p = .03), ability to recall sentences (p = .02), social skills (p = .022), and academic competence (p = .012). Learn to Play had a large effect on children's narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p < .001), narrative mean language utterance (MLU; p = .015), social skills (p < .001), and academic competence (p < .001); elaborate play at baseline plus time influenced social skills (p < .001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p = .009), and academic competence (p = .001). Embedding pretend play within practice positively influenced children's language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child's play and understands the child's play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child's ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children's pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools.

Analysis of Social Interaction of Deaf Children in Special Schools

&#x0D; &#x0D; &#x0D; &#x0D; Deaf is a term used to describe the symptoms and symptoms of someone who is hearing impaired or deaf. Deaf children interact through a variety of methods, including sign language, facial expressions, and body, as well as the use of hearing aid technology. They can also utilize visual communication approaches, peer support, and participation in group activities to strengthen social skills. Social interaction is a dynamic in which individuals or groups communicate, act, or influence each other in a particular environment or situation. Social interaction involves the exchange of information, emotions, ideas, or behaviors between individuals or groups. This research makes a valuable contribution to improving our understanding of the benefits of social interaction for deaf children in Special Schools, opening up opportunities for the development of more inclusive educational strategies and supporting their holistic development. This study aimed to analyze social interactions between deaf children. An observational approach and interview, this study explores the dynamics of communication, information exchange, and emotional understanding in interactions between both groups of children. Qualitative analysis methods are used to identify unique communication patterns and understand the challenges faced by deaf children in communicating. The subjects in this study were interviewing homeroom teachers and counseling teachers at the school, the number of subjects to be studied were children with deafness. The results highlight adaptation efforts and communication strategies developed by deaf children to interact. The results of these findings can provide valuable insights for educators, parents, and health practitioners in supporting the development of social skills of deaf children so that they can engage more effectively in society.&#x0D; &#x0D; &#x0D; &#x0D;

The Use of Image Rotation Media in Improving Oral Expressive Communication of Autistic Children in Special Schools

This study aims to improve the ability of oral language expressive communication in children with autism by using image rotation media in special schools precisely at Special School 01 Serang elementary school level grade 1 totaling one person. This research uses the experimental method with a Single-Subject Research (SSR) Experimental Study approach. Based on the results of the study showed an increase in oral language expressive communication skills. The baseline phase 1 (A1) which was conducted in 4 sessions showed a similar percentage value of 33%. The intervention phase (B) which was carried out in 8 sessions resulted in a percentage value of 79%, 79%, 79%, 85%, 85%, 85%, and 85%. The baseline 2 phase (A2) which was carried out 4 sessions showed a percentage value of 69%, 82%, 82%, and 82%. Effectiveness seen from the overlap percentage, from intervention (B) to baseline 1 (A1) and baseline 2 (A2) to intervention (B) does not show overlapping data. Overall, the use of image rotation media in improving oral language expressive communication skills in autistic children at Special School 01 Serang is effective.

Penguatan Manajemen Personalia: Tantangan Guru dalam Mengelola Pembelajaran di SLB A Yaketunis

Special School (SLB) A Yaketunis is a special school for children with special needs. Teachers at this SLB face various challenges in managing learning. The aim of this research is to analyze the challenges faced by teachers in managing learning at SLB A Yaketunis as well as efforts to strengthen personnel management as a solution. This research uses a qualitative approach. The research results show that the main challenges faced by teachers include limited student abilities, lack of supporting facilities and infrastructure, and excessive teacher workload. To overcome these challenges, schools need to strengthen personnel management starting from planning teacher needs, appropriate recruitment and selection, training and professional development of teachers, to regular evaluation of teacher performance. By strengthening personnel management, it is hoped that it can improve the quality of learning and the welfare of teachers at SLB A Yaketunis.

‘Sewing together’: An idiographic study of a music therapist’s experiences of a group at a special school for children and young people with severe and complex special educational needs

This research was commissioned by a school in London which provides for children and young people aged 2 to 16 with a wide range of learning difficulties. This single-participant study uses video annotation, video elicitation interview and interpretative phenomenological analysis (IPA) to explore perceptions of processes in a music therapy group, from the point of view of a music therapist. Two tables of annotations present a description of events in each video clip in a timeline. The IPA interview analysis produced 25 emergent themes, grouped into four superordinate themes (‘Balancing diverse needs’; ‘Spontaneity’; ‘Therapists’ musical stance’; ‘Group dynamics’). Parallels are drawn with other music therapy groups described in the literature and with Foulkes’ group analytic psychotherapy. The study elucidates an approach to group music therapy which provides a space for spontaneous and meaningful interaction, both through music and other modalities.

Identifying and solving Islamic religious education challenges for special needs children

To achieve strict compliance and devotion to Allah SWT, special needs children must get a thorough Islamic education. Islam also has Rukhsah, which accommodates labourers who struggle to fulfil their religious duties. This discipline of science studies Sharia law as it applies to people with special needs. Thus, ignoring religion is unjustified. However, teaching Islamic religious education to special needs children is difficult due to their inability to understand abstract concepts and the necessity for concrete explanations. Thus, Islamic Religious Education instructors must use strategies that help SLB students, including those with special needs, understand the curriculum. A literature review of relevant studies examines Islamic religious education learning for special needs children in many special schools. This investigation is intriguing and subjective. The literature review examines PAI instructors and students who work with special needs children. The study covers PAI learning examinations for special-needs youngsters. In contrast, the literature review cites coworkers, guardians, and teachers. Data is collected through observations, conferences, and writing. The information used for the investigation is. According to this investigation, the Madrasah Ibtidaiyah Learning Examination for special needs children in numerous special schools may still be educational and learning exercises. Guides and unusually paired students accompany students with special needs during growth. Teachers will help students with special needs learn even if they are not grouped. This essay will analyze the barriers to PAI learning for special needs children.

Quality of Academic Environment in Relation to Availability and Usage of Technology, Teachers’ Awareness and Leadership of Principals in Schools for Hearing Impaired

The study looked at the use of assistive technology in special schools for children with hearing impairments, as well as its usefulness, teachers' attitudes toward technology, and the differences between public and private schools. A poll of instructors was undertaken, with an overall response rate of 88%. The study included tools with clear instructions and explanations, such as the Assistive Technology Availability Checklist and the Assistive Technology Use Scale for Teachers in Deaf Schools. The findings advocated for the use of assistive technology in deaf education, highlighting the necessity of specific talents such as core pedagogy, topic comprehension, expanded curriculum, and communication. Teachers must also be knowledgeable about Deaf culture, assistive technology, and inclusive education. Technology can transform society by increasing differentiation, diminishing isolation, and providing new opportunities. Finally, the research confirms the rising usage of assistive technology in deaf education and shows differences in technology utilization by instructors in various roles. Training and professional development are required for targeted assistance.

APPLICATION OF VERBAL BEHAVIOR METHOD (ABA-VB) FOR CHILDREN WITH SPEECH DELAY DISORDERS

Speech delay is disorder that attacks the speech organs so that speech delays occur in children who have entered the speaking up. Speech delay disorder is seen as a disorder that most often affects children. The reasons for this disturbance also, starting from internal and external factor. Internal factors are more concerned with the physiological condition of the child. It is likely that the child has a disorder that he carries from birth. The external factors can be obtained environment and play. Verbal Behavior was introduced by Skinner where research on verbal behavior began in 1935, verbal behavior aims to apply language skill that children have, with a richer language vocabulary of communication for children with their environment. The purpose of this study was to see the effectiveness of the verbal behavior method (ABA-VB) which is applied to children with speech delay disorder at Bintang Kecil therapy center. The research location is at Bintang Kecil therapy center, Banda Aceh, Indonesia. This study uses experimental techniques the one group pretest posttest with single research subject (SSR), which is an approach that provides treatment to one research group using only one research subject, then the result will be calculated the difference. The treatment uses is to provide the ABA-VB method treatment. This research analysis uses descriptive statistics by using graphs to see changes in learning outcomes. The result of this study is that there is a significant increase in verbal ability in children with speech delay disorder. This research can be used as a reference for target subjects, and a support for the application of the ABA-VB method to children with speech delay disorder that are balanced with balance disorders in various theraphy center and special schools for children with special needs in Banda Aceh, Indonesia.

USING A DIDACTIC TOOL WITH IT-SUPPORT FOR TEACHING GEOGRAPHY IN A SPECIAL SCHOOL IN SLOVAKIA

The article tells about the peculiarities of using electronic didactic tools in teaching special school students in Slovakia. The staff of the Department of Special Pedagogy, Catholic University in Ruzomberk (Slovakia), together with teachers of special schools prepared a didactic manual with IT support considering the modern requirements for the level of knowledge and skills of students with intellectual disabilities. The purpose of the manual was to increase the level of success in learning geography. The content of the didactic guide is based on the typical curriculum for 9th grade students of a special school approved by the Ministry of Education and Science of Slovakia. As an example, the article briefly highlights the essence of the preparatory stage and the specific sequence of the teacher's work when studying one section «Slovakia». In the course of preparing the didactic guide, the peculiarities of psychophysical development of children in special schools, the problems of perception and understanding of new educational information were taken into account. To showcase the effectiveness of our innovative approach, we conducted an experimental test using the developed electronic textbook with IT support in one of the special schools in Slovakia. During this study, we analyzed and compared the level of geography knowledge among students over a span of 6 academic years (2016 – 2018 – traditional education, 2019 – 2021 – education using e-Learning). Based on the statistical data, a noteworthy improvement in academic performance was observed. To validate these results, considering the limited research sample due to the unique nature of special schools' educational process, we employed nonparametric tests such as the Kruskal-Wallis and Dunn's tests for multiple comparisons. These tests were utilized to ensure the reliability and significance of the findings. The results of the mathematical processing of the materials convincingly confirmed a significant increase in the level of academic achievement over the six years of the educational process in a special school. Thus, the electronic didactic guide for studying geography by 9th grade students of special schools proved to be quite effective. The idea of preparing and using such a didactic guide can be used in practice by teachers of other social studies subjects in special schools.

Communication, inclusion and psychological wellbeing among deaf and hard of hearing children: A qualitative study in the Gaza Strip.

Deaf and hard of hearing children are at risk of exclusion from community life and education, which may increase their risk of mental health conditions. This study explores the experience of deaf and hard of hearing children in the Gaza Strip, with particular focus on the factors that contribute to psychological wellbeing and distress. In-depth interviews were conducted with 17 deaf and hard of hearing children, 10 caregivers of deaf and hard of hearing children and eight teachers of deaf and hard of hearing children in mainstream and special schools, across the Gaza Strip. Further, three focus group discussions were held with deaf and hard of hearing adults and disability leaders, mental health specialists and other teachers of deaf and hard of hearing children. Data collection was completed in August 2020. Key themes identified in the analysis included lack of accessible communication, community exclusion, negative attitudes towards hearing impairment and deafness and the impact on deaf and hard of hearing children's sense of self, and limited family knowledge on hearing impairment and deafness. Further findings focused on strategies to improve the inclusion of deaf and hard of hearing children and how to promote wellbeing. In conclusion, participants in this study believed that deaf and hard of hearing children in the Gaza Strip are at increased risk of mental health conditions. Changes are needed across community and government structures, including education systems, to promote the inclusion of deaf and hard of hearing children and to support their psychological wellbeing. Recommendations from the findings include increasing efforts to improve awareness and reduce stigma, providing better access to sign language for deaf and hard of hearing children, and offering training for teachers of deaf and hard of hearing children, especially in mainstream environments.

Using Pivotal Response Treatment to Improve Language Functions of Autistic Children in Special Schools: A Randomized Controlled Trial.

Language difficulties exert profound negative effects on the cognitive and social development of autistic children. Pivotal Response Treatment (PRT) is a promising intervention for improving social communication in autistic children, but there is a lack of a comprehensive examination of language functions. This study aimed to investigate the effectiveness of PRT in promoting the primary language functions (requesting, labeling, repeating, responding) defined by (Skinner, B. F. (1957). Verbal behavior. Martino Publishing.) theory of verbal behavior in autistic children. Thirty autistic children were randomly divided into the PRT group (Mage = 6.20, SDage = 1.21) and control group (Mage = 6.07, SDage = 1.49). The PRT group were provided with an 8-week training of the PRT motivation component in addition to treatment as usual (TAU) in their schools, whereas the control group only received TAU. Parents of the PRT group were also trained to practice the PRT motivation procedures at home. The PRT group demonstrated greater improvements in all four measured language functions compared to the control group. The improvement in language functions in the PRT group was generalized and maintained at the follow-up assessment. In addition, the PRT intervention enhanced untargeted social and communicative functioning, cognition, motor skills, imitation, and adaptive behaviors in the autistic children. In conclusion, language intervention using the motivation component of PRT is effective in promoting language functions as well as widespread untargeted cognitive and social functions in autistic children.

Earthquake disaster preparedness training programme for hearing-impaired children: a randomized quasi-experimental trial

BackgroundAn earthquake can cause enormous economic losses and casualties. When an earthquake occurs, vulnerable people such as the hearing-impaired have great difficulty in receiving warning signals and performing self-rescue. Disaster preparedness training has been shown to be effective in disaster prevention and preparedness in previous studies in the general population, such as in normal children. However, there have been no studies of disaster preparedness training in hearing-impaired children. ObjectiveTo evaluate the effectiveness of an earthquake disaster preparedness training programme for hearing-impaired children in special education schools so as to improve their knowledge, skills and attitudes towards earthquake preparedness. DesignA randomized controlled quasi-experimental design was applied. MethodsA total of 104 hearing-impaired children from several special education schools in earthquake-prone areas of Sichuan Province, China, were randomly divided into intervention (n = 55) and control (n = 49) groups. The control group received only a self-study earthquake disaster preparedness pamphlet, while the intervention group received an earthquake disaster preparedness training programme in addition to the pamphlet. The children were evaluated at pre-test (T0, before the intervention), post-test 1 (T1, immediately after the intervention) and post-test 2 (T2, two months after the intervention), using (1) a general information questionnaire, (2) a questionnaire on earthquake preparedness knowledge, attitude and behaviour among hearing-impaired children, and (3) a bandaging and haemostasis and cardiopulmonary resuscitation (CPR) performance test form (simplified version). ResultsThe questionnaire scores for the earthquake preparedness of the hearing-impaired children were low. At pre-test (T0), the total questionnaire scores of the intervention and control group were 85.49 ± 12.13 and 86.53 ± 10.99, respectively, bandaging and haemostasis scores were 53.29 ± 5.63 and 51.16 ± 7.63, respectively, and CPR scores were 51.29 ± 6.60 and 48.29 ± 9.89, respectively. At post-test 1 (T1), the total questionnaire scores of the intervention and control group were 100.26 ± 15.15 and 89.12 ± 12.69, respectively, bandaging and haemostasis scores were 79.56 ± 6.50 and 54.92 ± 7.41, respectively, and CPR scores were 75.93 ± 9.07 and 51.39 ± 9.70, respectively. At post-test 2 (T2), the total questionnaire scores of the intervention and control group were 92.45 ± 14.40 and 91.14 ± 14.24, respectively, bandaging and haemostasis scores were 72.07 ± 7.56 and 51.18 ± 6.88, respectively, and CPR scores were 68.80 ± 8.98 and 50.37 ± 8.08, respectively. After three time points, the analysis showed that the interaction between groups and time for total questionnaire score and the knowledge and behaviour dimension scores were statistically significant (P < 0.001), however, the interaction between groups and time for attitude dimension scores was not statistically significant (P ＞ 0.05). In addition, the interaction between groups and time for bandaging and haemostasis and CPR scores was statistically significant (P < 0.001). The effect size of the total of questionnaire, bandaging and haemostasis and CPR were 4.70, 5.99 and 6.95, respectively. ConclusionsThis study demonstrated that it is feasible and effective to deliver an earthquake disaster preparedness training programme for hearing-impaired children. The findings can provide a basis and reference for similar or more in-depth research on interventions for hearing-impaired children in the future. The content and form of the intervention can inform the design or improvement of disaster education curricula in special education schools.

The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5-6 years of age.

Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5-6 years of age in the preschool context. To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed. The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing. When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.

The Effect of a Physical Exercise Package on the Motor Proficiency of Students with Down Syndrome

Objectives: The purpose of this study was to evaluate the feasibility and potential effect of a physical exercise package on the motor proficiency of children and adolescents with Down syndrome. Methods: In this research, an experimental design was conducted in two special schools to evaluate the effectiveness of this package and identify its strengths and weaknesses. Forty students with Down syndrome were selected and randomly divided into intervention and control groups. A total of 36 (22 male and 14 female) students out of 50 at two special schools for children with special needs between October 2020 and March 2021 were recruited for the study. Participants were aged 12.888 ± 2.375 (12.954 ± 2.609 for boys and 12.785 ± 2.044 for girls) years. The 18 students in the intervention group participated in the exercise sessions, 2 or 3 sessions per week for 12 weeks. Pre- and post-tests were performed on both groups. The Physical Exercise Package included the principles of exercise, the preferred exercise methods, and the details of exercise planning for Down syndrome individuals (FITT-VP) based on the etiology of Down syndrome and the characteristics of people with this syndrome. Motor proficiency was measured using the Bruininks Oseretsky Test of Motor Proficiency (BOT-2). Results: The results of the study showed that the designed exercise package was adhered to with all the participants attending 93.2% of the sessions, and participants significantly improved their total motor proficiency score, manual dexterity, upper-limb coordination, strength, balance, upper-limb coordination, running speed and agility and fine motor Integration (P &lt; 0.05). However, the exercises did not significantly change the bilateral coordination and fine motor precision (P &gt; 0.05). Conclusions: the current study result shows that developing and implementing the individualized exercise package and observing the principles set out in the program could have significant positive impacts on the motor proficiency of students with Down syndrome.