Power Mobility

Power Mobility Discussion

Teaching power mobility to young children

• choose buttons or joystick depending on child's ability and success
• free play environment -- let the kids decide where they want to go
• Functional skills stressed -- important to teach stop
• MPV (motorized power vehicle) used initially with all kids in 123 Go!
• Collaboration between school, Glenrose, and vendor important
• Glenrose has several information documents on power mobility and education strategies (See below)

Potential barriers

• Family / school must be commited to practice
• there is a concern for safety in day care setting
• Vehicle funding can be a barrier
• Home accessibility can be funded by Residential Rehabilitation Assistance Program RRAP federally or Residential Access Modification Program RAMP provincially
• Weight of power wheelchair can be a barrier

How will this article impact your practice?

• Reminder to introduce power early (not as a "last resort")
• Reassure families that gross motor skills do not decline after power use
• Relate positives from the article with the families (increased social and play skills, improved public perception of their children, overall positive impact on child and family quality of life) and share results of other research
• Power mobility can be a protection for shoulders in children with paraplegia

Quality of Life Impact

• Children treated older once they had power mobility (were previously "babied")
• Able to keep up with peers, siblings (more equal relationships with siblings)
• Parents have easier caregiving on family outings(no longer pushing or carrying the child)
• energy conservation
• Increased independence, improved self-confidence
• High technology use in schools makes it easier for parents to accept power mobility
• Important to share down-side of power with families (power wheelchair is very heavy, need vehicle adaptations)

*** Important to provide multiple mobility options as typical children have.***