To teach child by individual, have one on one teaching, give examples strategies to the children

1. INDIVIDUALIZATION
OF CONTENTS

2. Fine motors skills are the means by which interact with our
environment. It employs the use of the small muscles in our
hands. We can learn these fine motors skills incidentally
without real need for formal instruction. We learn to open
food jars or turn open doorknobs or carry our bags to school
through everyday practice and exposure.
Children with special needs, however, may have difficulty in
acquiring fine motor skills. Though such skills may be
seemingly insignificant, it is, in actuality, an integral part or
independent living. Their proficiency in manipulating objects
and their environments lends much to their personal survival.
Inability to acquire these skills may result in inefficient
handling of common objects such as spoons, doorknobs, or
scissors. Schoolwork can also be affected as a large part of
academic instruction involves written output.

3. There is a real need address the fine motor skills
development of all children, but most especially
those with special needs. The fine motor skill area
can easily overlooked in the regular classroom.
Though regular children may be able to acquire it
eventually, there are also those children who need
careful instruction to develop
Special Consideration for Individualization
The fine-motor skills are divided into three sub-
categories, namely

4. Perceptual-Motor Tasks
Refers to visual motor, perceptual and eye –
hand coordination skills employing the use
of didactic materials such as puzzles,
pegboards, formboards, building blocks, etc.

5. Paper-Pencil Tasks
– Refers to tasks that involve the use of writing
implements such as pencils, crayons, paintbrushes,
etc. to produce marks line on paper.

6. Practical-Tasks
Refers to functional tasks we perform everyday
such as flicking light switches on and off,
twisting open and closed, pouring water from
pitcher to glass, scooping for eating, etc.

7. Each sub-category is interconnected with the other.
When an activity is presented mainly to address on
sub-category, the child’s skills encompassed in the
other sub-categories are also exercised. Development
in one sub-category also gains in the other sub
categories. Example in performing exercises for finger
dexterity and strength; we may give an activity
inserting pegs in pegboard. When proficiency is gained
in this activity, it serves as a to paper pencil tasks as it
will aid in the child’s attempt grasping a pencil
correctly
Following are some consideration for individualization:
Observe the way the child the child handles objects or
tools. Pay particular attention to how well he grasps
and or releases it.

8. Since fine motor skills involves the capable manipulation
objects in the environment, fine-motor activities are,
therefore, quite dependent on instructional materials. Each
classroom must have adequate amount of toys, didactic
materials, and writing tools readily available to the teachers
and students.
Cutting with scissors lends much to the child’s ability to
handle this common tool. This is also in preparation for
eventual use of other sharp-edged tools, such as kitchen
knives. Scissors must be stored in a secure area and be sure
to choose the appropriate type of scissors be appropriately
chosen depending on the child age.
Art and crafts activities are valuable in developing fine-motor
skills among, children. Such activities are fun , non-
threatening, and creative that the children enjoy immensely
for example, pre-writing skills development can be addressed
through painting and coloring.

9. Priorities for Fine-Motor Skills
Development
Perceptual-Motor Tasks
• Visual tracking
• Developing finger dexterity and strength
• Grasping objects
• Inserting pegs into pegboards
• Inserting forms into formboards
• Forming Jigsaw puzzles
• Manipulating building blocks such as wooden
and Lego-type blocks
• Replicating patterns
• Manipulating molding clay

10. • Stringing beads
• Sorting beads by attributes
• Lacing
• Tearing paper
• Crumpling paper
• Pasting
• Cutting with scissors
• Folding paper and other materials

11. Paper-Pencil Tasks
• Grasping writing tools such as pencil,
crayons, paintbrushes ,etc.
• Scribbling
• Coloring
• Connecting broken lines
• Tracing lines, shapes and forms
• Drawing figural representations of
person, and things

12. Practical Tasks
• Carrying objects
• Turning pages of book
• Stacking books, magazines, small boxes
• Twisting bottle caps
• Opening/closing jar lids
• Scooping
• Transferring objects from containers
• Pouring liquids
• Turning doorknobs, faucets
• Wiping surfaces efficiency
• Flicking light switches on and off

13. Consideration for Choosing Activities
Activities
• In developing finger dexterity and strength, consider using
different activities
• Manipulating a squeeze ball
• Attaching clothes pins around the mouth of a plastic
container
• Singing action songs with finger play such “Eency-Weency
Spider”
Material Used
• Consider differentiating materials in teaching the same
skills
• Lacing activity incorporated in an art activity
• Lacing activity using a dressing frame on lacing
• Lacing activity using child’s rubber shoes

14. No. of Material Used
• Consider increasing the number of materials while doing the
same activity
• Twisting caps of 5 empty plastic bottles open and closed
• Twisting caps of 10 empty plastic bottles open and closed
• Twisting caps of 15 empty plastic bottles open and closed
Frequency
• Consider increasing or decreasing, depending on the activity
the frequency of an activity
• Scooping mango beans from one bowl to another 5 times
without spilling
• Scooping mango beans from one bowl to another 10 times
without spilling
• Scooping mango beans from one bowl to another 15 times
without spilling

15. Consider varying the length time spent on an activity
• Allowing the child to color pictures for 10 minutes between
lessons
• Allowing the child to color pictures for 7 minutes between
lessons
• Allowing the child to color pictures for 5 minutes between
lesson
Consider varying the distance in each activity
• Carrying own school bag from the door of the room to the cubby
hoes
• Carrying own school bag from the door of the room to the next
classroom
• Carrying own school bag from the door of the room to the
parking lot

16. Consider changing location when performing a certain activity
• Painting inside the room
• Painting a mural in the school yard
• Painting at home
Consider increasing or decreasing depending on the activity
the number of learners performing the same activity
alongside the child
• Assembling a 12-piece puzzle by himself
• Assembling a 12-piece puzzle taking turns with another
classmate
• Assembling a floor puzzle in cooperation with the other
children in class

17. Consider the difficulty level of the material or activity
being performed
• Cutting straight lines with scissors
• Cutting curved lines with scissors
• Cutting zigzag lines with scissors

18. Because of the nature of certain activities, these have to be
broken down simpler steps. Mastery of a step is necessary
before proceeding to the higher step.
Objective: to prepare orange juice in a pitcher
• Identifying the materials needed for preparing the orange
juice.
• Scooping the powdered juice from the container to the
pitcher without spilling
• Pouring and adequate amount of water to the powder
concentrate
• Stirring the juice
• Pouring the juice into small glasses
• Serving the juice to others

19. THANK YOU!