ABSTRACT
Children with SEND, like all children, need to experience physical movement, learning and development in a wide range of activities and environments as part of their education. The rationale for supporting the development of children’s movement patterns is twofold: first for their own physical development, and second it can be seen as an essential aspect of their social, emotional, intellectual and cognitive development. Therefore, the aim of this chapter is to analyse the theoretical and practical aspects of movement as a way of helping teachers to plan and teach activities that enable children with SEND to learn to move and move to learn.
