A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities
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Abstract
This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical education activities in order to address both curricular foci. They present a step-by-step process for collaboratively identifying targeted skills, developing embedded activities and systematically teaching within game-based activities.
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