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Developing Motor Skills for Independence
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research was conducted in a specialist secondary school for pupils aged 11-16 with a range of complex needs, including autism, physical disabilities, and speech, language and communication difficulties. All pupils had Education, Health and Care Plans (EHCPs). The study focused on the explicit teaching of fine and gross motor skills to support pupils' independence and life skills, recognising motor development as foundational to writing and everyday functioning.
Aims: The research aimed to explore strategies and activities that could effectively support the development of fine motor skills in pupils with SEND. It sought to understand how motor skill development contributes to life skills and writing, and to identify barriers to accessing specialist support. The study also aimed to create accessible resources for staff and inform future CPD needs.
Methods: Two cycles of action research were undertaken, involving baseline assessments, structured motor skill sessions, pupil work analysis, staff interviews, and reflective teaching practice. Programmes such as Write Dance, Dough Disco, and A Jungle Journey were used. Ethical consent was obtained to publish anonymised data. A Padlet was created to share resources with staff.
Findings: Targeted motor skill teaching led to noticeable improvements in pupils' ability to navigate physical spaces, manipulate materials, and engage in mark-making and writing. Staff reported limited access to specialist knowledge and training, with many unaware of referral pathways to Occupational Therapy. The study highlighted the need for age-respectful, adapted resources and identified gaps in staff confidence and expertise.
Implications: The research underscores the importance of embedding motor skill development within the curriculum and providing staff with accessible, context-specific training. It calls for improved collaboration with health professionals and the creation of practical resources tailored to the needs of older pupils with SEND. These findings may inform future CPD and curriculum planning in similar settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), fine motor skills, gross motor skills, independence, teachers' continuing professional development (CPD)