Date Approved

5-6-1999

Embargo Period

8-2-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Children with mental disabilities--Education (Preschool)

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to determine whether structured visual-motor integration training activities aid in the acquisition and refinement of self-help skills in preschool children with disabilities. Research has shown that visual-motor integration training can be beneficial in the remediation of some reading and math difficulties, however, not all researchers agree on the merits of structured training for young children. The experimental group for this study received twenty-three visual-motor integration training sessions over the course of thirteen weeks, in addition to the regular visual-motor integration training activities presented in the regular daily curriculum. The control group only received visual-motor integration activities presented in daily classroom lessons. Both groups were pre- and post-tested with the Beery-Buktenica Developmental Test of Visual-Motor Integration, and a customized self-help skills checklist. Post-test data revealed that the experimental group showed gains above the control group on visual-motor abilities, and in several self-help skill areas. The results of this study indicate that visual-motor integration training may prove to be a beneficial addition to preschool curriculums for students with disabilities. While these young children have not yet entered into academics, solid visual-motor integration abilities may provide a foundation for future academic success.

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