MOVE International
1300 17th Street
CITY CENTRE
Bakersfield, CA 93301-4533 USA
800-397-MOVE(6683)
move-international@kern.org

MOVE International is a non-profit 501(c)3 organization. 

MISSION STATEMENT: MOVE International seeks to improve the overall quality of life for people with disabilities and for the people who care for them, regardless of age or cause of disability. MOVE International promotes fuller participation in home, school, work and community life to encourage the dignity and hope such participation brings to each individual.

The mission statement is founded in the belief that the ability to move is the first foundation stone in building personal dignity. 

The MOVE Program originated in the 1980s in the Kern County Superintendent of Schools,  Bakersfield, California.  The MOVE Program is now used in many school districts and other facilities/organizations throughout the United States and many other nations.


Bibliography

Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina, R., & Schroeder, J. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for the Severely Handicapped. 7(2), 17-27.

Bax, Martin. (1986). Aims and Outcomes of Therapy for the Cerebral Palsied Child.

Bebko, J. M., Burke, L., Craven, J., & Sario, N. (1992). The importance of motor activity in sensorimotor development: A perspective from children with physical handicaps. Human Development, 35, 226-240.

Beilin, H. (1992). Piaget's enduring contribution to developmental psychology. Developmental Psychology, 28(2), 191-204.

Blanton, K. F. (1990). M.O.V.E.: Mobility Opportunities Via Education. Bakersfield, CA: Kern County Superintendent of Schools.

Bleck, E.E. (1984). Management of Motor Disorder in Children with Cerebral Palsy, Philadelphia, Pa.: J.B. Lippencott.

Bleck, E. & Nagel, D. (?). Physically Handicapped Children: A Medical Atlas for Teachers, New York: Grune and Stratton.

Bobath, K., & Bobath, B. (1984). The neuro-developmental treatment. In D. Scrutton (Ed.), Management of the Motor Disorders of Children with Cerebral Palsy (pp. 6-18). London: Spastics International Medical Publications.

Borg, W. R., & Gall, M. D. (1989). Educational Research: An introduction (5th ed.). White Plains, NY: Longman Inc.

Burkhalter, N. (1995). A Vygotsky-based curriculum for teaching persuasive writing in the elementary grades. Language Arts, 72, 192-199.

Campbell, P. H. (1987). "Physical Management and Handling Procedures with Students with Movement Dysfunction," in Snell, M.E. (ed.) Systematic Instruction of Persons with Severe Handicaps. Columbus, Ohio: Charles E. Merrill.

Campbell, P. H. (1987). "Programming for Students with Dysfunction in Posture and Movement," in Snell, M.E. (ed.) Systematic Instruction of Persons with Severe Handicaps, Columbus, Ohio: Charles E. Merrill.

Campbell, P. H., & Stewart, B. (1986). Measuring changes in movement skills with infants and young children with handicaps. Journal of The Association for Persons with Severe Handicaps, 11(3), 153-161.

Coggins, T. E., & Sargent, L. (1992). Obtaining and using new knowledge: Determining the relationship between theory and application. Topics in Early Childhood Special Education, 12(1), 45-53.

Dunn, W. (1989). Integrated related services for preschoolers with neurological impairments: Issues and strategies. Remedial and Special Education, 10(3), 31-39.

Englert, C. S., Rozendal, M. S., & Mariage, M. (1994). Fostering the search for understanding: A teacher's strategies for leading cognitive development in "zones of proximal development." Learning Disability Quarterly, 17, 187-204.

Fewell, R. F. (1993). Interventions to promote motor skills: DEC recommended practices (Report No. ED 301 944). Reston, VA: Council for Exceptional Children. (ERIC Document Reproduction Services No. ED 370 264)

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.

Fuchs, L., Fuchs, D., & Deno, S. L. (1985). The importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, 63-71.

van Geert, P. (1994). Vygotskian dynamics of development. Human Development, 37, 346-365.

Haney, M., & Falvey, M. (1989). Instructional strategies. In M. Falvey (Ed.). Community-based curriculum: Instructional strategies for students with severe handicaps (2nd ed., pp. 63-90). Baltimore, MD: Brooks Publishing Co.

Hayden, A. H., McGinness, & Dmitrev, V. (1976). Early continuous intervention strategies for severely handicapped infants and very young children. In N. G. Haring & L. Brown (Eds.), Teaching the Severely Handicapped (pp. 239- 275). New York: Grune & Stratton, Inc.

Hom, E. M. (1991). Basic motor skills instruction for children with neuromotor delays: A critical review. The Journal of Special Education, 25 (2),168-197.

Letto, M., Bedrosian, J. L., & Skarakis-Doyle, E. (1994). Application of Vygotskian developmental theory to language acquisition in a young child with cerebral palsy. Augmentative and Alternative Communication, 10, 151-160.

Mandler, J.M. (1992). Commentary. Human Development, 35, 246-253.

Mandler, J.M. (1988). How to build a baby: On the development of an accessible representational system. Cognitive Development, 3, 113-136.

Mulcahy, C. M., et al. (October, 1988). "Adaptive Seating for Motor Handicap: Problems, a Solution, Assessment, and Prescription," Journal of Occupational Therapy.

Notari, A. R., Cole, K. N., & Mills, P. E. (1992). Cognitive referencing: The (non)relationship between theory and application. Topics in Early Childhood Special Education, 11(4), 22-38.

Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49(7), 26-33.

Sailor, W., & Guess, D. (1983). Severely Handicapped Students: An Instructional Design. Boston: Houghton Mifflin.

Scrutton, D. (ed.). (1984). Management of Motor Disorder of Children with Cerebral Palsy, Philadelphia, Pa.: J.B. Lippencott.

Snell, Martha E. (1987). Systematic Instruction of Persons with Severe Handicaps, Columbus, Ohio: Charles E. Merrill.

Tada, W. L., Harris, S.R. (1986). Therapeutic Exercise in Developmental Disabilities, Rockville, M.D.: Aspen Systems

Tawney, J. W., & Gast, D. L. (1984). Single Subject Research in Special Education. Columbus, OH: Merrill Publishing Co.

Thelen, E. (1986). Treadmill-elicited stepping in seven-month-old infants. Child Development, 57, 1498-1506.

Thelen, E., & Ulrich, B. D. (1991). Hidden skills: A dynamic systems analysis of treadmill stepping during the first year. Monographs of the Society for Research in Child Development, 56(1), 1-98.

Vockell, E. L., & Asher, J. W. (1995). Educational research (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Wang, M., Reynolds, M. C., & Walberg, H. J. (1986). Rethinking special education. Educational Leadership, 44, 26-3 1.

Warren, S. F., & Yoder, P. J. (1994). Communication and language intervention: Why a constructivist approach is insufficient. The Journal of Special Education, 28(3), 248-258.

Will, M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411-415.


Print This Page   Email This Page