The development of physical and motor fitness, fundamental motor skills and patterns; and skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports). The term also refers to special physical education, adapted physical education, movement education, and motor development.

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All students participate in the art program with their classmates, two times per week. The program reinforces classroom IEP goals through art activities. Communication, turn taking, choice making and appropriate behaviors, are all emphasized while interacting with the art teacher using a variety of art mediums.

All students participate in a music program with their classmates, two times per week. The program reinforces classroom IEP goals through the medium of music. Communication, turn taking, choice making and appropriate behaviors, are all emphasized while interacting with the music teacher and a variety of instruments and activities. Some students receive 1:1 session on the Somatron (a vibro-accoustic mat) to assist them in physical and emotional relaxation.

Sensory integration, simply put, is the ability to take in information through the senses (touch, movement, smell, taste, vision, and hearing), to put it together with prior information, memories, and knowledge stored in the brain, and to make a meaningful response. Sensory integration occurs in the central nervous system and is generally thought to take place in the mid-brain and brainstem levels in complex interactions of the portions of the brain responsible for such things as coordination, attention, arousal levels, autonomic functioning, emotions, memory, and higher level cognitive functions. Because of the complexity of the various areas which are dependent upon and interact with each other as well as the child's own personality and environment, it is not possible to have a single list of symptoms which identify sensory integrative dysfunction.

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