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Goal(s)

The purpose of this project is to enhance the motor development and functional independence of exceptional student education (ESE) students within modified curriculum classrooms by providing high-quality, durable therapeutic materials. These resources will address a significant need for engaging, hands-on tools that support fine motor coordination, hand strength, and bilateral integration—skills that many of my students struggle to develop due to physical or developmental challenges.

By incorporating these materials into daily center rotations and play-based therapy sessions, students will improve critical motor skills such as manipulating small objects, using both hands together, and constructing designs—activities that directly support classroom readiness and academic engagement. These foundational skills are essential not only for completing academic tasks like writing, cutting, and using classroom tools, but also for building independence in daily living activities. This project aims to create more equitable learning opportunities by helping ESE students participate more fully and confidently in both academic and functional environments. 

 

Category

Learning Aids - Sunshine state book sets, robotics kits, puzzle boards, science models, engineering supplies, etc. 

 

Project Description

This project will provide exceptional student education (ESE) students who receive Occupational Therapy with a variety of durable, hands-on materials designed to support fine motor development, hand strength, bilateral coordination, and sensory-motor integration. The materials—such as manipulatives, construction toys, adaptive tools, and tactile activities—will be integrated into therapy sessions led by the school-based occupational therapist. These activities are designed to engage students in meaningful, play-based tasks that align with their individual education goals and promote active participation in both academic and life skills learning.

Each activity will target specific motor and coordination skills: for example, using construction sets to strengthen grip and promote bilateral hand use, or manipulating small objects to improve dexterity and hand-eye coordination. These skills directly support classroom tasks such as writing, cutting, organizing materials, and using technology or classroom tools. The structured use of these materials within classroom routines will provide consistent opportunities for practice and progress toward greater independence.

This project meets the needs of my students by offering accessible and motivating tools that address their developmental challenges in a functional, inclusive way. It supports the classroom by promoting student engagement, reducing reliance on adult assistance, and helping students build the skills necessary for meaningful participation in their educational environment. At the school level, this project contributes to a more supportive and equitable learning environment where students with diverse needs can thrive. 

 

Expected Outcomes

As a result of this project, students receiving occupational therapy services in ESE classrooms will demonstrate improved fine motor coordination, increased hand strength, and greater independence in both academic and daily living tasks. With access to engaging and developmentally appropriate materials, students will be more motivated to participate in therapeutic activities, leading to better outcomes in areas such as grasp development, bilateral coordination, midline crossing, and task completion.

These improvements will translate into enhanced classroom performance—such as improved handwriting, the ability to manipulate classroom tools (e.g., scissors, glue, pencils), and increased independence during center-based and self-care activities. Additionally, students will require less physical assistance from adults, allowing them to participate more fully and confidently alongside their peers.

Progress will be measured through a combination of formal and informal methods, including:

-Therapist observation and data tracking on specific motor skill goals aligned with each student’s IEP.
-Pre- and post-project assessments of fine motor skills using standardized tools or checklists.
-Teacher and staff feedback on student independence and engagement during classroom tasks.
These outcomes will help ensure that students are not only gaining essential motor skills but also building the confidence and independence needed for long-term success in school and beyond. 

 

Purpose of Funding

The requested grant funds will be used to purchase a variety of hands-on educational materials specifically selected to support the development of fine motor skills, cognitive growth, and early problem-solving abilities in young learners. These materials—including puzzles, sorting activities, manipulatives, and other fine motor tools—will enhance daily instruction and provide students with engaging, developmentally appropriate opportunities for independent and guided learning.

Each item aligns directly with our goal of fostering foundational skills critical to academic readiness. The puzzles and sorting games will support visual discrimination, logic, and categorization skills. Manipulatives and fine motor tools will strengthen hand-eye coordination, dexterity, and pre-writing muscle control—skills essential for future academic tasks like handwriting and tool use. These resources will be incorporated into center-based activities, small-group interventions, and individual skill-building sessions to maximize their impact across diverse learning needs.

Ultimately, the grant will allow us to enrich our classroom environment with purposeful, high-quality materials that build essential early learning skills through play-based, tactile experiences. 

 

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