Initiating programs to develop early motor responses in the profoundly retarded and multiply handicapped is an extremely important skill for teachers of this population. Head control, trunk control, sitting balance, and equilibrium responses constitute a critical part of the curriculum for handicapped students who do not have these skills. This article provides some basic activities, techniques, and considerations that may facilitate the acquisition of these basic motor responses.
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References
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The following sources and those found in the reference list will provide more in-depth information on early motor development and motor programming.
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