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When students use their fingers to hold and use
utensils (such as when eating, painting, fixing a bicycle, or
turning the knob on a microscope), they are using fine motor skills.
For each different type of utensil, a student must first develop
a plan in his mind about how to use the device, and then send
signals from his brain to coordinate his hands and fingers. For
example, when using a fork, screwdriver, or paint brush, such
coordination involves remembering which muscles to use, thinking
about and planning how to use these muscles, and monitoring and
adapting finger movements to help complete the task.
Helpful Hints
- In classes that focus on fine motor skills,
such as instrumental music, art, and woodworking, ask teachers
to serve as mentors to model muscle use, or to give extra support
or advice.
- As students develop a particular fine motor
skill, help them document their progress by accumulating a dated
portfolio of their drawings, craft creations, written pieces
or other work.
- Provide a variety of tools that are easy for
students to manipulate such as microscopes with large knobs
and trays with easy-grip rubber sides for science, flexible-loop
scissors and large crayons for art activities
- To help students with hand-eye coordination,
provide sensory cues to guide movement, e.g., a bright marker
line around a picture to be cut out.
- Incorporate mechanical and construction activities
to allow students to practice manipulating tools and to develop
problem-solving abilities. Making clay or wood sculptures, building
a paper bridge, creating a mobile of various materials, and
taking apart and putting together mechanical items are all activities
that offer such practice. Be sure to emphasize safety when using
tools.
- Present cutting and tracing activities including
patterns such as a curved line, a diamond, a circular spiral,
etc. When possible, include these activities as part of a broader
assignment, such as making a collage or providing an illustration
for a report.
- Encourage students to take the time to plan
a systematic approach to complex fine motor activities, such
as making a collage or building a model plane, and to monitor
their performance at each step of the activity.
- Encourage students to specifically verbalize
the steps of a motor action, before beginning the action. You
may need to offer prompting, e.g., " You said you were
going to cut out the octagon. Will you cut on the line or outside
the line?"
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