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This workshop will explore recent advances in science, training, and technology that are quickly closing the gaps in providing power mobility to young children birth to 3 years of age. In addition, we will address practical issues and barriers to real world implementation such as incorporating power mobility into schools, homes and communities.
Build session: A hands on workshop in which participants get to assist in the basic modification of seating, steering and drive systems to prepare a ride-on car for a child.
A ‘brains on’ and ‘hands on’ course: Our goal is to provide information and resources supporting early power mobility from multiple perspectives: research, clinic and family. Participants will have opportunities to discuss their own thoughts and ideas, as well as get hands on experience.
This workshop is ideal for professionals, community members and families seeking to better understand the practical implementation of power mobility in early childhood. More importantly, we will challenge audience perspectives on the future of pediatric power mobility and provide a forum for the open discussion of the barriers to and opportunities for infants and young children with mobility impairments to explore their world.
This workshop teaches individuals to work together to plan and build a basic modified seating and steering drive activation system of a ride on toy car for children with early mobility impairments. Participants will identify and understand the basic components and design of a modified ride on toy car to help children with early mobility impairments. Participants will discuss the ideas and learn about new research associated with this mobility technique and participate in a hands-on experience. Participants will use specific instructions provided by the University of Delaware GoBabyGo Manual to connect the car’s drive system and battery. Children and families from the Chicago area will be involved in the workshop to allow the participants to modify the ride- on- toy for a specific child and determine the necessary modification required for access.
Power mobility is often seen as a last resort for children (Wiart, Darrah, Hollis, Cook & May, 2004). Self-produced mobility has an important impact on a child s psychosocial and cognitive development (Deitz, Swinth, & White, 2002; Nilsson & Nyberg, 1999; Tefft, Guerette & Furumasu, 1999)and communication skills (Butler, 1986). Additionally, mobility enables task performance through which motivation, cognitive skills and attention develop Stancliffe, 2003). Access to self-produced mobility helps infants to determine how capable and effective they are in interacting with the world, contributing to motivation and volition.(Andersen, Kielhofner, & Lai, 2005) Self-produced mobility is essential for development and is not always available to children with physical disabilities. Although the adaptive ride-on-toy is therapeutic, it is a toy commonly used by typically-developing children and does not carry the look or feel of traditional rehabilitation devices for children with special needs. In recent studies suggests that adapted ride-on-toys are easily transported and enjoyable, both of which increase the likelihood of consistent use.
This workshop specifically addresses the call for more information and training on assistive technology. For example, Long and Perry (2008) found that pediatric therapists “reported having less-than-adequate training in AT [assistive technology] and a lack of confidence in delivering AT services. They also reported that they would like accessible and affordable training that focuses on funding technology and services, knowledge of specific devices, and assessment and evaluation methods.”
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