The implementation of the multimedia training programs comprises simple activities, easy to remember, which have proven their effectiveness in pupils' training. These cognitive activity breaks have limited duration of 2-5 minute and they can be specifically designed to be implemented in schools. The development of psychomotor skills holds an important place in the therapeutic education if we take into account that mental deficiency is generally associated with functional deficiencies too. The aim of this

Children with intellectual disabilities are deprived of the early childhood psychological endowment and therefore require that, through a systematic education, to resume and complete the acquisition of the psychomotor skills. Our study approaches the development and implementation, in the context of the inclusive education system, of a series of multimedia activities, which is oriented towards the development of the autonomy and personal independence, creativity and imagination, self-confidence, communication skills and social interaction as an alternative form of education and development in different aspects (physical, mental and social). The pilot study was conducted with a group of 15 pupils aged between 11-14 years old, integrated in the special educational system. The children come from different social backgrounds and therefore they are easily exposed to social exclusion, to bullying or to poor participation in urban social life. Evaluation methods and techniques (balance and coordination tests, cardiorespiratory functional tests and ADL screening tests) were used to determine the functional capacity of the children, their skills and limitations. In term of results, we observed the development of the autonomy and personal independence, creativity and imagination, a greater self-confidence and capacity of social interaction and improved communication skills of the children with special educational needs. In conclusion, video exercises contribute not only to the development of the functional and motor skills, but also to the recognition and acceptance of the unique characteristics of every individual and therefore, to the exploitation of new and innovative resources, in order to achieve the true potential of these children.