Motor Impairment in Education — Missouri Reference
<!-- Canonical source for: physical disabilities, orthopedic impairment, OT/PT in schools, adaptive equipment, wheelchair accessibility, fine/gross motor, adaptive PE, AT for motor, cerebral palsy, spina bifida, muscular dystrophy, TBI motor effects --> <!-- Last content review: 2026-03 -->
flowchart TD
A["Identification<br/>Medical Referral / Child Find"] --> B["Evaluation<br/>OT, PT, AT, Adaptive PE"]
B --> C["IEP Development"]
C --> D["Related Services<br/>OT / PT / School Nurse"]
C --> E["Assistive Technology<br/>Low-Tech & High-Tech"]
C --> F["Accommodations<br/>Positioning, Time, Workload"]
C --> G["Adaptive PE"]
D --> H["Accessibility &<br/>Physical Environment"]
E --> H
F --> H
H --> I["Health & Safety<br/>IHP, PEEP, Self-Care"]
I --> J["Transition Planning<br/>Employment, Independent Living, AT"]
Table of Contents
- Definitions & IDEA Categories
- Common Motor Conditions in Schools
- Identification & Evaluation
- IEP Considerations for Motor Impairment
- OT and PT in Schools (Educational vs. Medical Model)
- Assistive Technology for Motor Access
- Computer and Device Access
- Written Output Alternatives
- Classroom Accommodations
- Adaptive Physical Education
- Accessibility & Physical Environment
- Health and Safety in School
- Self-Care and Personal Assistance
- Transition Planning
- Parent Resources
- IEP Goal Bank — Motor
1. Definitions & IDEA Categories
Relevant IDEA Categories
Motor impairments may qualify students under several IDEA categories:
| Category | When It Applies |
|---|
| Orthopedic Impairment | A severe orthopedic impairment adversely affecting educational performance. Includes CP, amputations, fractures, burns causing contractures, muscular dystrophy, spina bifida, bone diseases |
| Other Health Impairment | When motor impairment results from a health condition (muscular dystrophy, juvenile arthritis, post-surgical conditions) causing limited strength, vitality, or alertness |
| Traumatic Brain Injury | When motor impairment results from TBI |
| Multiple Disabilities | When motor impairment occurs alongside other disabilities (intellectual, sensory) |
| Young Child with Developmental Delay | Ages 3-5, when motor delays are present but a specific diagnosis may not yet be established |
Motor Domain Definitions
| Term | Definition |
|---|
| Gross motor | Large muscle movements — walking, running, climbing, balance, posture, core strength |
| Fine motor | Small muscle movements — handwriting, cutting, buttoning, typing, manipulating small objects |
| Oral motor | Muscles of the mouth and face — chewing, swallowing, speech production |
| Motor planning (praxis) | The brain's ability to plan, organize, and execute unfamiliar motor tasks |
| Muscle tone | Baseline tension in muscles at rest — hypertonia (too high/stiff) or hypotonia (too low/floppy) |
| Spasticity | Abnormally increased muscle tone and stiffness, common in cerebral palsy |
| Ataxia | Uncoordinated movements; difficulty with balance and precision |
2. Common Motor Conditions in Schools
| Condition | Key Features | School Impact |
|---|
| Cerebral Palsy (CP) | Non-progressive motor disorder from brain injury before/during/after birth; affects movement, posture, often muscle tone. Wide range: mild (slightly awkward gait) to severe (wheelchair, limited voluntary movement) | Mobility, handwriting, fatigue, positioning, speech (some students), self-care |
| Spina Bifida | Neural tube defect; spinal cord doesn't close fully. Affects legs, bladder/bowel. May have hydrocephalus (shunt). Range: ambulatory with braces to full wheelchair user | Mobility, catheterization needs, latex allergy, shunt awareness, fatigue |
| Muscular Dystrophy (MD) | Progressive muscle weakness/wasting. Duchenne is most common in children (primarily boys). Progressive — student's abilities decline over time | Progressive loss of mobility (walking → wheelchair), fine motor decline, fatigue, respiratory, cardiac. Emotional support critical. |
| Spinal Cord Injury | Trauma to spinal cord causing paralysis (paraplegia or quadriplegia). Level of injury determines function | Mobility, self-care, bowel/bladder, temperature regulation, skin integrity, respiratory (high-level injuries) |
| Juvenile Arthritis | Autoimmune condition causing joint inflammation, pain, stiffness | Pain, fatigue, fine motor difficulty (writing, opening containers), stiffness after sitting, flare-ups (unpredictable) |
| Traumatic Brain Injury | Motor effects may include weakness, coordination problems, tremor, balance | Varies widely; may recover motor function over time; fatigue, processing speed also affected |
| Developmental Coordination Disorder (DCD/Dyspraxia) | Difficulty with motor planning and coordination; no clear neurological cause. Often co-occurs with ADHD, dyslexia | Handwriting (often the presenting complaint), PE difficulty, clumsiness, difficulty with novel motor tasks, self-care (buttons, zippers, shoe-tying) |
| Amputations / Limb Differences | Congenital or acquired absence or difference of limbs | Adaptation for two-handed tasks, prosthetic management, PE adaptation, peer education |
3. Identification & Evaluation
Evaluation Components
| Assessment | Conducted By | Purpose |
|---|
| Motor skills assessment | OT (fine motor) and/or PT (gross motor) | Standardized and functional motor assessment — identifies deficits, strengths, and educational impact |
| Functional performance observation | OT/PT/teacher | How the student actually performs motor tasks in the classroom and school environment |
| Handwriting assessment | OT | Speed, legibility, endurance, pain, posture during writing |
| Assistive technology assessment | AT specialist, OT, or PT | Device and adaptation needs for curriculum access |
| Physical/medical records | Physician/specialist | Diagnosis, prognosis, precautions, medical needs in school |
| Adaptive behavior assessment | School psychologist | Self-care, independence, daily living skills |
| Adaptive PE assessment | Adapted PE teacher or PT | Participation in physical education |
Educational Relevance Standard
OT and PT in schools must be educationally relevant — services address motor challenges that impact the student's ability to access and benefit from education. This is different from medical/outpatient therapy. A student may need clinic-based OT/PT for functional goals but not qualify for school-based services if the motor impairment doesn't affect educational performance.
4. IEP Considerations for Motor Impairment
Key IEP Decisions
| Decision Area | Considerations |
|---|
| Occupational therapy | Direct service (pull-out or push-in), consultation, or both? Frequency? |
| Physical therapy | Direct service, consultation, or both? Frequency? |
| Assistive technology | AT device trial, ongoing AT, training for student AND staff |
| Adaptive PE | Modified general PE, separate adaptive PE class, or consultation model |
| Accessibility | Elevator access, adapted furniture, accessible restroom, accessible route |
| Personal care | Toileting assistance, feeding, dressing, positioning — documented in IEP with dignity protections |
| Transportation | Wheelchair-accessible bus, car seat/harness, aide on bus, reduced ride time |
| Health services | Catheterization, medication, positioning schedule, seizure protocol |
| Written output | Alternative method (keyboarding, speech-to-text, scribe) vs. handwriting intervention |
| Fatigue management | Reduced workload, rest breaks, modified schedule, homework modifications |
IEP Team Should Include
- Parent(s)
- Occupational therapist (fine motor, self-care, AT, sensory)
- Physical therapist (gross motor, mobility, positioning, accessibility)
- General education teacher
- Special education teacher
- LEA representative
- School nurse (for health needs)
- Adapted PE teacher (if APE is a service)
- AT specialist (if AT is involved)
- Student (when appropriate — critical for self-advocacy)
5. OT and PT in Schools (Educational vs. Medical Model)
Occupational Therapy (OT) in Schools Addresses
| Area | Examples |
|---|
| Fine motor | Handwriting, cutting, manipulating classroom materials, coloring, using tools |
| Visual-motor integration | Copying from board, aligning numbers on paper, spatial organization of written work |
| Sensory processing | Sensory strategies to support attention and regulation (sensory breaks, fidget tools, weighted items) |
| Self-care | Buttoning, zipping, shoe-tying, opening containers, toileting, feeding |
| AT for written output | Adapted pencil grips, slant boards, keyboarding programs, speech-to-text |
| Upper extremity function | Strength, range of motion, coordination for classroom tasks |
| Environmental adaptation | Desk height, chair fit, accessibility of materials |
Physical Therapy (PT) in Schools Addresses
| Area | Examples |
|---|
| Mobility | Walking (gait), wheelchair propulsion, transfers (chair to floor, floor to standing) |
| Gross motor | Balance, coordination, strength, endurance for school activities |
| Positioning | Wheelchair/seating system fit, standing frame schedule, classroom positioning for function |
| Accessibility | Evaluating architectural barriers, recommending modifications |
| Safety | Safe transitions (stairs, playground, bus loading), emergency evacuation planning |
| Adaptive PE consultation | Consulting with PE teacher on modifications for participation |
| Equipment management | Wheelchair, walker, stander, braces (AFOs), orthotics |
Educational vs. Medical Therapy
| School-Based (IDEA) | Clinic-Based (Medical) |
|---|
| Goals tied to educational access and performance | Goals tied to functional/medical outcomes |
| Services in the school environment | Services in a clinical setting |
| Determined by the IEP team | Prescribed by a physician |
| Funded by the school district | Funded by insurance/family |
| A student may receive BOTH — they are not duplicative | |
6. Assistive Technology for Motor Access
Low-Tech AT
| Device | Function |
|---|
| Adapted pencil grips | Improve grasp and reduce fatigue (various shapes for different grip patterns) |
| Slant board | Positions paper at an angle for better wrist position and visual access |
| Non-slip mat (Dycem) | Prevents paper, plate, or device from sliding |
| Built-up handles | Enlarged handles on utensils, brushes, markers |
| Page turners | Rubber finger tips, mouth stick, automatic page turners for books |
| Universal cuff | Strap that holds a pencil, spoon, or tool in the hand when grip is weak |
| Adapted scissors | Spring-loaded, loop, squeeze, or mounted scissors |
| Book holders / easels | Hold books open at eye level; reduce need to hold and turn pages |
| Raised-line paper | Provides tactile feedback for letter placement |
| Weighted or stabilizing utensils | Reduce tremor effects during writing or eating |
High-Tech AT
| Device | Function |
|---|
| Power wheelchair | Independent mobility for students who cannot propel a manual chair |
| Standing frame / stander | Supported standing position — benefits: bone density, circulation, social eye-level contact, digestive function |
| Environmental controls | Switch-activated devices for lights, doors, fans, call buttons |
| AAC devices | For students with motor impairments affecting speech (see specialists.md for AAC depth) |
| Switches | Single or multiple switches for accessing computers, communication devices, toys, appliances |
| Adapted toys and learning materials | Switch-adapted toys, large piece puzzles, adapted LEGO, accessible science equipment |
7. Computer and Device Access
Input Alternatives (When Standard Keyboard/Mouse Won't Work)
| Need | Solution |
|---|
| Can't use standard keyboard | Alternative keyboards: large-key (BigKeys), compact, one-handed, on-screen |
| Can't use standard mouse | Trackball, joystick, head-tracking mouse (Head Mouse, SmartNav), eye-gaze systems |
| Limited hand/finger movement | Keyguard (prevents accidental key presses), sticky keys, switch scanning, word prediction |
| No hand use | Eye-gaze system (Tobii), head pointer, mouth stick, sip-and-puff switch, voice control |
| Slow typing | Word prediction (Co:Writer, built-in OS prediction), abbreviation expansion, text-to-speech |
| Fatigue during typing | Speech-to-text (Dragon NaturallySpeaking, built-in dictation), voice commands |
| Accessing touchscreen | Stylus (head-mounted, mouth-held, universal cuff), switch scanning with switch interface |
Built-In Accessibility Features (Every Device Has These)
| Platform | Key Features |
|---|
| Windows | Sticky Keys, Filter Keys, Mouse Keys, on-screen keyboard, voice recognition, magnifier, eye control |
| Mac/iOS | Switch Control, Voice Control, AssistiveTouch, Dwell Control, Full Keyboard Access, Head Pointer |
| Chromebook | Sticky Keys, on-screen keyboard, switch access, select-to-speak, dwell click |
| Android | Switch Access, Voice Access, touch accommodations, external keyboard/mouse support |
| iPad | AssistiveTouch, Switch Control, Voice Control, external adaptive switch support via Bluetooth |
Critical: AT Must Be Available Across ALL Settings
The student's AT must be available in every class, not just the resource room. This includes: general education classes, specials (art, music, PE), library, assemblies, field trips, and testing. The IEP must specify this.
8. Written Output Alternatives
The Handwriting Decision
For students with motor impairments, the IEP team must decide whether to:
- Remediate handwriting (work on improving it through OT intervention), OR
- Compensate with alternatives (provide tools that bypass the motor demand), OR
- Both (remediate while also providing alternatives for functional access NOW)
Key principle: A student should never be penalized academically because they can't physically form letters quickly or legibly. Access to the curriculum must not depend on handwriting.
Alternative Written Output Methods
| Method | Best For | Considerations |
|---|
| Keyboarding | Students with sufficient hand function for a keyboard | Teach typing skills early; may be slower than handwriting initially but faster long-term |
| Speech-to-text (dictation) | Students with limited hand function but clear speech | Requires quiet environment or personal mic; needs editing skills; Google Docs voice typing, Dragon, built-in OS dictation |
| Word prediction | Students who type slowly | Reduces keystrokes; Co:Writer, built-in OS prediction |
| Scribe | Students with severe motor impairment | Human writes what the student dictates; student must direct content |
| Adapted writing tools | Students with mild fine motor difficulty | Pencil grips, weighted pens, raised-line paper, slant board |
| Touch screen + stylus | Students who can point but not grip | Various stylus options including head/mouth-mounted |
| Eye-gaze typing | Students with minimal voluntary movement | Tobii Dynavox; slow but enables independent written output |
| Recording | Temporary alternative or supplement | Audio-record answers; video-record demonstrations of learning |
9. Classroom Accommodations
Positioning & Furniture
- Proper seating: feet flat on floor (or footrest), hips and knees at 90°, trunk supported, desk at elbow height. OT/PT should assess seating.
- Adjustable furniture: height-adjustable desks, alternative seating (wedge cushion, therapy ball chair, standing desk)
- Wheelchair-accessible desk: tables or desks with clearance for wheelchair; pull-up desks, not attached-seat desks
- Materials within reach: supplies in accessible locations; shelf height appropriate; don't place items requiring reaching/bending without support
- Positioning schedule: some students need to change positions regularly (wheelchair to stander, floor time, etc.) — document in IEP
Time and Workload
- Extended time for all timed activities (writing, tests, transitions between classes)
- Reduced written workload — same concepts, fewer items (do 10 math problems instead of 25; quality over quantity)
- Reduced copying demands — provide printed notes, teacher copies, photo of whiteboard
- Extra transition time between classes (leave class 3-5 minutes early to navigate hallways)
- Fatigue accommodation — rest breaks; schedule demanding motor tasks in the morning when energy is highest; reduce homework if fatigue is documented
- Alternative assignment formats — oral presentations instead of written reports; video demonstrations instead of physical models; digital submissions instead of handwritten
Participation
- Lab modifications — adapted science equipment (beaker holders, clamp stands, one-handed tools), partner assists with physical components while student directs procedure
- Art modifications — adapted tools (thick brushes, adapted scissors, easel positioning), alternative art forms (digital art, photography, adaptive music)
- Classroom jobs — assign meaningful roles the student can perform independently
- Group work — assign the student a role that leverages their strengths (spokesperson, researcher, timekeeper) rather than defaulting to "note-taker"
Assessment
- Extended time (1.5x-2x or untimed)
- Scribe or speech-to-text for written portions
- Alternative response format (multiple choice instead of free response; oral exam)
- Separate testing environment (for AT use without distraction)
- Breaks during testing (fatigue management)
- Adaptive test administration (large print, digital, adapted answer sheet)
- Physical access to testing room (accessibility)
10. Adaptive Physical Education
Legal Basis
IDEA requires that PE be available to every child with a disability. If a student cannot participate safely and meaningfully in general PE, adaptive PE (APE) must be provided.
What APE Looks Like
| Approach | Description |
|---|
| Modified general PE | Student participates in regular PE with modifications (adapted equipment, rule changes, peer support) |
| Consultative model | APE teacher consults with general PE teacher on modifications; student stays in general PE |
| Separate APE | Student receives PE from an adapted PE specialist in a separate setting |
| Community-based PE | PE goals addressed through community recreation (swimming, wheelchair sports, therapeutic horseback riding) |
Modification Examples
| Activity | Modification |
|---|
| Running | Wheelchair racing, power chair course, hand-cycling, peer-assisted walking |
| Ball sports | Beep ball, lighter/larger balls, lower baskets, tee ball, boccia, floor hockey with adapted sticks |
| Swimming | Supported swimming, flotation devices, one-on-one instruction, warm water therapy pool |
| Gymnastics | Mat activities, supported balance, adapted routines |
| Fitness | Wheelchair-appropriate exercises, resistance bands, seated exercises, yoga modifications |
| Team sports | Wheelchair basketball, goalball, sitting volleyball, power soccer |
| Dance | Wheelchair dance, seated movement, adapted rhythm activities |
Adaptive Sports Organizations (Missouri)
| Organization | Sports |
|---|
| Great Rivers Adaptive Sports Association (St. Louis area) | Multiple wheelchair sports |
| Disabled Athlete Sports Association (DASA) | Wheelchair basketball, tennis, track |
| Special Olympics Missouri | Wide range of sports for intellectual disabilities (also serves students with physical disabilities who have co-occurring ID) |
| Adaptive Adventures / local programs | Skiing, kayaking, cycling, rock climbing |
11. Accessibility & Physical Environment
ADA School Requirements
| Element | Standard |
|---|
| Entrances | At least one accessible entrance per building |
| Pathways | Accessible route throughout the building (no stairs-only access) |
| Restrooms | At least one accessible restroom per floor; appropriate height fixtures, grab bars, wheelchair clearance |
| Elevators | Required for multi-story buildings if student needs access |
| Classroom | Wheelchair clearance to the student's workspace; accessible lab stations; accessible library shelving |
| Playground | Accessible playground surface and equipment (ADA 2010 Standards for Accessible Design) |
| Cafeteria | Accessible serving line, table clearance for wheelchair |
| Stage/auditorium | Wheelchair-accessible seating; accessible route to stage for performances |
| Parking | Accessible parking spaces near entrance |
| Emergency egress | Evacuation plan for students who cannot use stairs (evacuation chair, area of rescue assistance, buddy system) |
Beyond ADA Compliance — True Access
- Automatic door openers on frequently used doors
- Wide hallway clearance (clear of clutter, backpacks, displays)
- Accessible water fountains at wheelchair height
- Accessible lockers (lower placement, combination alternatives like key or push-button)
- Snow/ice removal on accessible routes (winter — critical safety issue)
- Accessible science labs (adjustable-height tables, accessible fume hoods)
- Accessible technology labs (adjustable desks, accessible computers)
12. Health and Safety in School
Individualized Healthcare Plan (IHP)
Students with motor impairments often have co-occurring health needs. The school nurse develops an IHP covering:
| Need | Protocol |
|---|
| Catheterization | Clean intermittent catheterization schedule; trained staff; privacy; hand hygiene; documentation |
| Seizures | Seizure action plan; emergency medication protocol (diastat); when to call 911 |
| Shunt monitoring (spina bifida with hydrocephalus) | Signs of shunt malfunction: headache, vomiting, irritability, vision changes, lethargy → medical emergency |
| Skin integrity (wheelchair users) | Pressure relief schedule; cushion management; skin checks; signs of pressure injury |
| Temperature regulation (spinal cord injury) | Students with SCI may not regulate body temperature — monitor in extreme heat/cold |
| Respiratory (high-level SCI, severe CP, progressive MD) | Suctioning, ventilator management, oxygen; trained nurse or aide |
| Medication | Administration schedule, storage, side effects |
| Latex allergy (spina bifida) | Latex-free environment; no latex gloves, balloons, rubber bands near student |
| Fatigue management | Rest schedule, energy conservation, activity pacing |
| Pain management | Recognize pain signals (especially non-verbal students); positioning changes; medication protocol |
Emergency Evacuation
Every student with a motor impairment needs a Personal Emergency Evacuation Plan (PEEP):
- How will the student evacuate if they can't use stairs?
- Who is responsible? (primary + backup person)
- Equipment: evacuation chair? Stairway evacuation device? Carry protocol?
- Area of rescue assistance (where to wait for rescue if unable to evacuate independently)
- Practice the plan — include in drills
13. Self-Care and Personal Assistance
Dignity and Privacy
- Personal care (toileting, feeding, dressing) must be provided with maximum dignity and privacy
- Only trained, designated staff should provide personal care
- Document who provides care, when, and the level of student participation
- Promote independence — teach and reinforce self-care skills even when assistance is needed
- The goal is ALWAYS increasing independence over time
Self-Care in the IEP
If a student needs personal care assistance at school, document in the IEP:
- What assistance is needed (toileting, feeding, dressing, transfers)
- Frequency and schedule
- Who provides it (aide, nurse, trained staff)
- Student's current level of independence in each task
- Goals for increasing independence
- Privacy protections
14. Transition Planning
Key Transition Areas for Motor Impairments
| Area | Planning Needed |
|---|
| Post-secondary education | Campus accessibility assessment, disability services registration, AT in college, personal care assistance in college, accessible housing |
| Employment | Job accommodations (AT, workspace modification, flexible schedule), VR services, employer education, self-advocacy for ADA accommodations |
| Independent living | Accessible housing, personal care attendant services, transportation, home modifications, financial planning (SSI/SSDI, ABLE accounts) |
| Transportation | Adapted driving evaluation, vehicle modifications, paratransit, ride-share accessibility |
| Healthcare transition | Transfer from pediatric to adult medical care, health insurance planning, self-management of medical needs |
| Recreation | Adaptive sports, community recreation, social connections, accessibility of community venues |
Missouri Transition Resources
| Resource | Service |
|---|
| Missouri Vocational Rehabilitation (VR) | Pre-employment transition, job placement, workplace accommodations, AT for employment |
| Missouri Assistive Technology (MoAT) | AT loan, demo, and reutilization program; device trials |
| Centers for Independent Living (CILs) | Independent living skills, advocacy, peer support, personal care attendant coordination |
| MO HealthNet (Medicaid) | Personal care assistance, durable medical equipment, home modifications |
| ABLE accounts | Tax-advantaged savings for disability-related expenses without affecting SSI/Medicaid eligibility |
15. Parent Resources
| Resource | Contact |
|---|
| MPACT (Missouri Parents Act) | missouriparentsact.org |
| Missouri Assistive Technology (MoAT) | at.mo.gov |
| United Cerebral Palsy (UCP) | ucp.org |
| Spina Bifida Association | spinabifidaassociation.org |
| Muscular Dystrophy Association (MDA) | mda.org |
| Brain Injury Association of Missouri | biamo.org |
| ABLEDATA (AT database) | abledata.acl.gov |
| Family Voices | familyvoices.org |
| Easter Seals Midwest (Missouri) | easterseals.com/midwest |
| Centers for Independent Living (Missouri) | Find local CIL through mosilc.org |
16. IEP Goal Bank — Motor
Fine Motor Goals
- [Student] will write their first and last name legibly (all letters formed correctly, on the baseline, appropriate size) on 4 of 5 trials by [date].
- [Student] will copy a paragraph from the board/screen with 90% accuracy in letter formation and spacing within [time limit] by [date].
- [Student] will use [adapted scissors/loop scissors] to cut along a [straight/curved] line within 1/4 inch on 4 of 5 trials by [date].
- [Student] will independently manage [zipper/buttons/snaps] on their clothing with no physical assistance on 4 of 5 opportunities by [date].
Gross Motor Goals
- [Student] will independently navigate their wheelchair from [location A] to [location B] within the school building within [time] on 4 of 5 trials by [date].
- [Student] will transfer from wheelchair to [desk chair/floor/toilet] with [no assistance / standby assist / min assist] on 4 of 5 opportunities by [date].
- [Student] will maintain seated balance on a standard chair (feet flat, trunk upright) for [duration] during classroom activities without external support on 4 of 5 trials by [date].
Assistive Technology Goals
- [Student] will independently type [X] words per minute using [adapted keyboard/on-screen keyboard/switch scanning] with 90% accuracy by [date].
- [Student] will use speech-to-text software to compose a [paragraph/essay] with minimal editing assistance (no more than 2 adult prompts) by [date].
- [Student] will independently set up and use their [AT device] at the start of each class period with no adult prompting on 4 of 5 school days by [date].
- [Student] will use [eye-gaze system / head-tracking mouse] to navigate between [#] applications and complete academic tasks with 80% independence by [date].
Self-Care Goals
- [Student] will independently perform their catheterization schedule using the school restroom with no verbal prompting by [date].
- [Student] will feed themselves using [adapted utensils/setup] at lunch with minimal spilling and no physical assistance on 4 of 5 school days by [date].
- [Student] will independently request and use their [standing frame/positioning equipment] per the schedule in their IEP with no more than 1 verbal reminder by [date].
Self-Advocacy Goals
- [Student] will identify 3 barriers to access in a new environment and verbally request specific accommodations (e.g., "I need a desk that my wheelchair can fit under") on 3 of 4 opportunities by [date].
- [Student] will explain their disability and accommodation needs to a new teacher or employer covering [3+ key points] using their own words or a prepared statement by [date].
- [Student] will independently troubleshoot an accessibility barrier (find accessible route, request assistance, use alternative method) with no adult intervention on 4 of 5 opportunities by [date].
Adaptive PE Goals
- [Student] will participate in a modified fitness routine (seated exercises, resistance bands, wheelchair mobility course) for [duration] maintaining [target heart rate / engagement criteria] on 4 of 5 sessions by [date].
- [Student] will independently propel their wheelchair [distance] on a [flat/inclined] surface within [time] by [date].
- [Student] will participate in [adapted sport — e.g., boccia, wheelchair basketball, seated volleyball] demonstrating understanding of rules and active participation on 4 of 5 sessions by [date].
Nonpartisan informational resource for Missouri — District 2 — not legal, medical, or financial advice. Source: dougdevitre/access-to-education.
Paid for by Matt Grant for Congress.
