Registration | Log In

Search Grants | Fulfilled Grants | More About Find It, Fund It, Florida       Gift Cards

0% Funded

 

Only $604.87 Needed

 

Fund this Project

Share

Please share this page to help in fulfilling this grant.

Goal(s)

a) The overall purpose of this project is to support the developmental, educational, and functional needs of special needs preschoolers by integrating gross motor equipment into daily instructional routines and learning environments. This project addresses the critical need for purposeful movement opportunities that are developmentally appropriate and tailored to the diverse physical, cognitive, sensory, and behavioral profiles of young children with special needs. Children in this population often experience delays or deficits in motor planning, coordination, balance, strength, spatial awareness, and sensory processing. Without targeted interventions and daily opportunities to develop these foundational skills, they may face greater challenges in academic readiness, self-regulation, communication, and social interaction. Gross motor equipment—such as balance beams, climbing structures, trampolines, tunnels, scooters, or obstacle courses—serves as both a therapeutic and educational tool, providing a structured way for children to engage in physical activity that improves core strength, coordination, sensory integration, and attention. Additionally, consistent gross motor activity helps children with special needs to reduce anxiety, increase focus, enhance engagement, and develop the body awareness necessary for more advanced functional and academic tasks. By embedding these tools into the daily routine, the project ensures that students are not only meeting physical milestones but are also better prepared for the classroom environment, thus supporting their overall development and well-being.


b)The primary learning goal of this project is to promote whole-child development, with a specific focus on physical development as a foundation for cognitive, behavioral, and social-emotional growth. This project directly addresses early learning standards and developmental domains such as:

1. Physical Development & Motor Skills: Enhancing gross motor skills such as walking, jumping, balancing, and climbing, which are foundational for later fine motor tasks (e.g., writing, cutting).

2. Cognitive Development: Improving attention span, working memory, and problem-solving through structured physical tasks and movement-based learning.

3. Self-Regulation & Executive Functioning: Helping students manage transitions, follow multi-step directions, and regulate emotional responses through physical activity.

4. Social Development: Encouraging turn-taking, cooperation, and communication during group gross motor activities.

Gross motor play also supports early literacy and numeracy development. For example, hopping from number to number or navigating obstacle courses based on color/shape prompts integrates academic learning with physical activity, catering to multiple learning styles. In summary, this project ensures that special needs preschoolers are not only physically active but are also learning through movement—an evidence-based practice that supports inclusive, engaging, and differentiated instruction. Ultimately, the integration of gross motor equipment helps bridge developmental gaps and sets students on a path toward academic and lifelong success. 

 

Category

Physical Education Equipment - Rackets, bats, balls, nets, jump ropes, etc. 

 

Project Description

a) This project brings gross motor equipment—like balance beams, scooters, and climbing structures—into the daily routine of a preschool classroom for developmentally delayed and special needs children.
The activities will include:
-Daily movement time using equipment to build strength, balance, and coordination
- Sensory breaks throughout the day to help with focus, behavior, and self-regulation
- Obstacle courses and games that combine learning and movement (like jumping to letters or crawling through shapes)
- Small group motor play to support physical and social skills in a structured way
These activities will be part of the daily schedule and will help meet each child’s developmental needs in a fun and engaging way.


b)This project supports special needs and developmentally delayed preschoolers by giving them the daily movement opportunities they need to grow. Many of these children struggle with coordination, balance, and sensory processing. Without enough gross motor play, they may fall further behind in both physical and academic skills.

The project helps students:
-Build essential physical skills like strength, coordination, and balance
-Improve focus, behavior, and emotional regulation through movement and sensory input
-Engage more actively in learning by making lessons hands-on and movement-based
-Practice social skills like turn-taking, sharing, and teamwork during group movement play

For the classroom, this equipment creates a more supportive and inclusive environment. It helps teachers better meet Individualized Education Program (IEP) goals and provide developmentally appropriate instruction for all learners. Overall, this project ensures our most vulnerable students have what they need to succeed in school—starting with their bodies, so their brains are ready to learn.
 

 

Expected Outcomes

a) Because of this project, students with special needs and developmental delays will experience positive changes in their physical, behavioral, and academic development. Specifically:

-Improved gross motor skills like balance, coordination, and core strength
-Better focus and attention during seated learning activities
-Increased ability to self-regulate emotions and behaviors through movement and sensory input
-Greater confidence and independence in the classroom
- More opportunities for social interaction during group movement activities
- Higher engagement in learning because of fun, hands-on, movement-based lessons
These improvements will help set a strong foundation for future academic and functional success.

b)Outcomes will be measured using a variety of simple and effective methods:

-Progress monitoring on IEP goals, especially those related to gross motor development, behavior, and attention
-Teacher observations and checklists tracking motor skill improvements, focus, and behavior changes over time
-Documentation of sensory and movement breaks and how they impact transitions and classroom participation
-Anecdotal notes and photos showing student engagement and growth during motor activities
-Parent communication and feedback on changes noticed at home (e.g., improved coordination, calmer behavior, more willingness to engage in physical play)
Overall, success will be seen through increased participation, improved physical skills, and stronger self-regulation, making the classroom a more accessible and supportive place for all students. 

 

Purpose of Funding

Grant funds will be used to purchase gross motor equipment that directly supports the physical and developmental needs of our special needs and developmentally delayed preschoolers. Each item is carefully selected to provide daily opportunities for movement, sensory input, and physical growth that are essential for brain development, attention, behavior, and classroom readiness.

The funds will be used to purchase:

Balance beams and stepping stones to improve balance, coordination, and body awareness

Foam climbing blocks and tunnels to build core strength, gross motor planning, and spatial understanding

Scooters and ride-on toys to support lower-body strength, movement control, and sensory input

Mini-trampoline for safe jumping and vestibular input, which helps with attention and regulation

Obstacle course materials like cones, mats, and floor markers to create structured movement activities tied to academic learning

Sensory path decals or floor mats for indoor movement breaks that help children reset and refocus throughout the day

Each piece of equipment will be used daily as part of classroom routines, sensory breaks, motor groups, and play-based learning activities. The items align directly with our goal to improve gross motor development, self-regulation, and classroom participation—especially for students who struggle with movement, sensory processing, and attention.

This equipment is not just for play—it’s a critical part of how our students learn, grow, and succeed in a supportive and inclusive classroom. 

 

Items