Neuroplasticity—the brain's capacity to reorganize and form new neural connections in response to experience—offers critical opportunities to enhance motor learning in students with disabilities. However, research in inclusive education rarely integrates baseline motor mapping as a foundation for neuroplasticity-based intervention design. This preliminary study aimed to assess the fine and gross motor functions of students with disabilities prior to implementing a FITT (Frequency, Intensity, Time, Type) principle-based exercise program. A descriptive quantitative design was applied to 187 students aged 7–10 years with mild intellectual and hearing disabilities enrolled in inclusive and special schools in Semarang, Indonesia. Fine motor coordination was measured using the Nine Hole Peg Test (NHPT), while gross motor performance was evaluated through the locomotor subtest of the Test of Gross Motor Development–Second Edition (TGMD-2). Data were analyzed descriptively and inferentially using the Kruskal–Wallis test. Results revealed overall low motor performance across both domains. The mean NHPT completion time among students with intellectual disabilities was 41.29 ± 21.11 s for males and 49.71 ± 32.79 s for females, whereas the mean TGMD-2 locomotor scores averaged 14.68 ± 7.56 and 14.11 ± 8.47, respectively. Significant differences were observed in fine motor performance among male groups (p < 0.05), but no significant variation was found in locomotor abilities. These findings indicate delayed manual dexterity and limited coordination likely due to reduced sensorimotor stimulation and minimal engagement in structured physical activities. The study emphasizes that baseline motor mapping should serve as a prerequisite for individualized FITT-based interventions in inclusive schools. Establishing early motor profiles enables the development of adaptive, evidence-based programs that leverage neuroplasticity to enhance functional independence, classroom participation, and quality of life. Despite its pretest-only limitation, this study contributes to bridging the gap between educational practice and neurophysiological theory, providing a practical framework for integrating motor assessment and personalized training within inclusive education settings in Indonesia.
Ginting et al. (Sun,) studied this question.