Motor abilities can be defined as innate and enduring. Motor skills, however, can be learned and developed through repetition. Combining a number of motor abilities develops these motor skills, and with practice these skills become perfected. In children, these skills are unfamiliar at first, but once used in everyday and recreational activities, they become ordinary and effortless. However, some children are born with less developed motor abilities, and some skills never become natural and effortless; these individuals are characterized as physically handicapped. The result of combining these lower-level abilities creates an inferior level of motor skills in physically handicapped children. Therefore these children will never be at quite the same level as those children with normal motor abilities.
             For this reason, some handicapped children are not able to participate at the same level of physical activity as their peers. Kasser, Collier, and Solava (1997) address the consequences of this lack of involvement: "The resultant inactivity negatively affects developing children in many ways, especially their physical health" (p. 50). Kasser, et al. (1997) suggests inclusion as a solution to this issue, and mentions the positive effect that including disabled children in physical education classes has on the children's value in the eyes of their peers.
             In these cases when handicapped students are involved in activity classes, specialists become involved in helping the student improve their motor development. In most of these cases, the physical educator and a physical therapist work together to improve gross motor performance and fitness (Kasser, et al., 1997).
             The physical educator helps build upon the child's social, emotional, and motor development and brings the know-how in the area of effective teaching. On the other hand, the physical therapist focuses on the child's functional motor skills....