Power Mobility and Socialization in Preschool

Abstract

The use and assessment of power mobility in a preschool classroom appear feasible. Issues important to maximizing children's use of power mobility for classroom participation are discussed.

Power Mobility and Socialization in Preschool

“…9 In this case report, we continue to follow a 3 year old child, Will, who was the subject of a recent case report focused on the feasibility of using an experimental power mobility device in a preschool classroom. 10 The specific focus of this follow-up report is to determine the feasibility of providing an intervention to increase the use of power mobility for his socialization in the preschool classroom.…”

“…First, mobility impairments can limit a child’s ability to initiate and maintain social interactions with their highly mobile peers. 5,10 Second, preschool group activities often require bouts of mobility in tight spaces such as during dramatic play or ‘sensory’ table activities, which are difficult for children with mobility impairments with or without power mobility. 15 Given the tight spaces of a preschool classroom, however, noting how a child spends the majority of his non-interacting time - in parallel play (within 3 feet of another peer) or as solitary (more than 3 feet from others) – may provide more information on the extent to which the child is socially isolated.…”

“…5 Lastly, by preschool years, children with mobility impairments, their families, teachers and peers may have together created a stable social system built around the immobile child. 10 As a result, the child, his teachers, peers and family may be accustomed to the child playing alone for extended periods. In turn, peers may learn that immobile children do not display typical participation and avoid, if not ostracize, them.…”

Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

“…Equally important, using this technology results in some of the developmental gains associated with the onset of crawling and walking (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012). Unfortunately, the reality is that many if not most of the children who could benefit from powered mobility do not gain access to this technology until after 5 years of age (Nicholson and Bonsall, 2002).…”

“…Over 30 years of research has demonstrated that young children with disabilities who experience the most severe delays in mobility can use powered mobility devices for self-directed mobility (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012). Equally important, using this technology results in some of the developmental gains associated with the onset of crawling and walking (Butler et al, 1983;Galloway et al, 2008;Lynch et al, 2009;Livingstone, 2010;Ragonesi et al, 2010;Jones et al, 2012).…”