PRE ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
Name:
School:
Date:
1. The role of the TSA/TA when working with student’s with physical
disabilities you should
a.Leave eating and bathroom routine to the teacher
b.Talk to the family about other student’s problems
c.Assist with academics, movement and ADLs
d.Always be with the student during all class periods
2. Students with physical disabilities often use adaptive equipment for
a.Mobility
b.Eating
c.Standing
d.All of the above
PRE ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
3. Students who use wheelchairs
a.Always have an IEP
b.Always have cognitive impairments
c.Should rely on others to push them in the hallways
d.Should be expected to become as independent as they can
4. When transferring a student from a wheelchair to another piece of
equipment the first thing to do is
a,Remove the seatbelt
b.Remove the footrests
c,Lock all brakes
d,Tickle the student
PRE ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
5. MOVE is a curriculum used in special centers only
T/F
6. When working with students with physical disabilities the TA should
a. Always be available
b. Set up opportunities for practicing independent skills
c. Have minimal expectations of the student
d. Allow the student to have extra socializing time
PRE ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
7. When working with students with physical disabilities
a. Check with the PT when there is conflicting information
b. Check with the PT when the student reports new medical
information
c. Check with the PT when equipment seems to be "not right"
d. All of the above
8. The TA/TSA should make adjustments to adapted equipment whenever
they feel it is necessary T/F
PRE ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
9. . The goal of using adapted equipment is to promote the student's
a. Access to education
b. Health
c. Independence
d. All of the above
10. TA/TSA input is valuable to the team T/F
CONTACTS
Amy Hicks PT, M.Ed : ahicks@aacps.org
Judith Davidson PT Manager: jmdavidson@aacps.org
ROLE OF TSA/TA
•
•
•
•
Instructional tasks
Behavioral support tasks
Supervision tasks
Personal care tasks
STUDENTS WITH MOTOR IMPAIRMENTS AND TA/TSA
• Students with motor impairments may need
assistance to move about the environment
• Be placed in specialized equipment
• Need assistance with toileting
• Need assistance with supplies,
communication devices and modifications to
educational tasks
• Need assistance with eating
COMMON MEDICAL DIAGNOSES
•
•
•
•
•
•
•
•
•
CP- Cerebral Palsy
SP- Spina Bifida
Down Syndrome
Arthrogryposis
Osteogenesis Imperfecta (OI)
Rett Syndrome
TBI- Traumatic brain injury
SCI- Spinal Cord Injury
Muscular Dystrophy
SPASTIC QUADRIPLEGIA
•
•
•
•
Entire body is affected
Difficulty with head and truck control
May or may not be able to ambulate
Has many or all of the following deficits
•feeding, speech, visual, hearing,
•cognition, seizures
SPASTIC DIPLEGIA
• Mainly lower limb involvement
• although, trunk almost always affected
to some degree
• Usually can ambulate with abnormal
gait patterns (scissoring, toe walking,
etc)
SPASTIC HEMIPLEGIA
• Only one side of the body is affected
• the trunk is almost always involved to
some degree by compensating for lack
of control in other areas of the body
SPINA BIFIDA/MYELODYSPLASIA
• failure of the tube around the spinal
cord to fully form
• many different classifications ranging
from mild to severe
• range of symptoms depending on
location of the affected area of the
spinal cord,
BASKETBALL TEAM
STUDENTS WITH SPINA BIFIDA
ARTHROGRYPOSIS IN ACTION
SOURCES OF INFORMATION
•
•
•
•
http://nichcy.org
http://www.spinabifidaassociation.org
http://www.ucp.org
http://www.ninds.nih.gov
OBJECTIVES
• Know types of adaptive equipment and
their use
• Understand safe use of equipment
• Understand basic transfer and lifting
principles
• Introduction to MOVE
ADAPTIVE EQUIPMENT
•S E AT I N G SYST E M S
•STA N D I N G D E V I C E S
•M O B I L I T Y D E V I C E S
•AC T I V I T I E S O F DA I LY L I V I N G
•O R T H OT I C S / B R AC E S
EQUIPMENT OVERVIEW
Adaptive equipment can be used for a variety of
reasons and to promote various outcomes
Most equipment has multiple adjustments and
components to accommodate growth and size
Equipment must be maintained to be effective
and safe – cleaned, tighten components,
batteries charged
SAFETY WHEN USING
Care must be taken when transferring and positioning a
student into a piece of equipment
Providers must be aware of safe lifting techniques
Providers must be aware of how to handle abnormal
movement of student such as increased tone,
contractures, weakness
Physical therapist can assist with instruction and training
for safe movement of students
EXAMPLES OF ADAPTIVE SEATING
STANDING DEVICES
Prone
stander
Supine
stander
Dynamic
stander
EASY STAND
WALKING
One of life’s most important skills for bone
and muscle health, learning, exploring
and daily function
Some students require the use of walkers
and/or gait trainers to develop this skill.
Benefits caretakers as well as studentwalking is a critical life skill
MOBILITY DEVICES
WHEELCHAIRS
WHEELCHAIR SAFETY
•
•
•
•
•
•
Safety First
Ask student to help
Lock brakes
Move footrests
Remove chest harness
Unlatch seat belt last
ACTIVITIES OF DAILY LIVING- ADL
Various assistive devices for use in the bathroom are
available
Assistive devices for bathroom use can range from a
railing to a fully supported toilet system.
For more involved student a changing table may be the
only device that is appropriate.
Depending on the size of the student- a mechanical lift
may be necessary to transfer the student onto the
changing table.
If student is too heavy get assistance
BLUE WAVE TOILETING SYSTEMS
LIFTING DEVICES
ANKLE FOOT ORTHOTICS -AFOS
MOVE CURRICULUM
M- Movement
O- Opportunities
V- Via
E- Education
Curriculum followed for some students with physical disabilities which may guide
goals for a student
PURPOSE OF THE MOVE PROGRAM
• Use education as a means of systematically acquiring
motor skills
• Combines therapy and education to establish activity
based functional programs
• Helps students practice their motor skills while
performing everyday tasks
• Reduce time and energy for daily care
• Provide sequence of motor skill development for
function
• Provide way to measure improvement
OBJECTIVES
1. Identify functional skills that foster optimal
independence.
2. Identify opportunities to integrate independence
throughout the school day.
3. Assist students with the development of selfadvocacy and responsibility skills.
4. Assist school teams with fostering student
independence in preparation for the student’s
transition to adult life.
WHAT IS NEEDED
FOR OPTIMAL INDEPENDENCE?
Self determination (Functional skills)
Problem solving skills
Community support
LEVELS OF SUPPORT
Range from full support to natural
supports
Goal is to have students demonstrate
what they are capable of and when
possible move to less support
FUNCTIONAL SKILLS THAT
PROMOTE INDEPENDENCE
SELF CARE
 Encourage student to indicate need for self care, teach skills for self care such as wiping
mouth after ever bite,
MOBILITY
 Encourage use of mobility devices
COMMUNICATION
 Encourage communication with gestures, signs, words or communication device. Encourage
student to ask/indicate need or want rather than anticipating what the student
needs/wants. This takes patience and practice
BEHAVIOR CONTROL
 Encourage age appropriate behavior; limit inappropriate behavior. Monitor BIPs
Your role as a TA/TSA is to create opportunities within the
school environment to promote self determination resulting
in independence
We strive for kids to master the skills to move themselves,
communicate, manipulate, explore and learn
Challenge yourself to recognize/create learning environments
where skills can be fostered for adulthood
SAMPLE: MOBILITY INDEPENDENCE
View the wheelchair as the student’s legs,
without it they would not be able to move
MOBILITY AND NAVIGATION
• Encourage movement in the school
building that is typical for the age of the
student
• Allow opportunities to practice
movement and navigation
• Think long term- can they find their way?
BARRIERS TO INDEPENDENCE
Number of adults interacting with student
Uncertainty of how to help foster independence
Overcoming feelings of pity, anxiety, need to
prevent failure
Learned helplessness - student relies on adults
for everything, even paying attention in class
WITH A LITTLE HELP….
If you can imagine it , You can achieve it
If you can dream it , You can become it
William Arthur Ward
SUMMARY
When working with student’s with physical disabilities in the county schools, the goal
is to promote safe, healthy, access to their educational curriculum. The physical
therapist involved with the student will answer any questions you have and train
you on how to use any equipment involved. Our goal is to promote and develop
independent skills and self advocacy skills with the student as they advance
through their educational years.
POST ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
Name:
School:
Date:
1. The role of the TSA/TA when working with student’s with physical
disabilities you should
a.Leave eating and bathroom routine to the teacher
b.Talk to the family about other student’s problems
c.Assist with academics, movement and ADLs
d.Always be with the student during all class periods
2. Students with physical disabilities often use adaptive equipment for
a.Mobility
b.Eating
c.Standing
d.All of the above
POST ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
3. Students who use wheelchairs
a.Always have an IEP
b.Always have cognitive impairments
c.Should rely on others to push them in the hallways
d.Should be expected to become as independent as they can
4. When transferring a student from a wheelchair to another piece of
equipment the first thing to do is
a,Remove the seatbelt
b.Remove the footrests
c,Lock all brakes
POST ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
5. MOVE is a curriculum used in special centers only
T/F
6. When working with students with physical disabilities the TA should
a. Always be available
b. Set up opportunities for practicing independent skills
c. Have minimal expectations of the student
d. Allow the student to have extra socializing time
POST ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
7. When working with students with physical disabilities
a. Check with the PT when there is conflicting information
b. Check with the PT when the student reports new medical
information
c. Check with the PT when equipment seems to be "not right"
d. All of the above
8. The TA/TSA should make adjustments to adapted equipment whenever
they feel it is necessary T/F
POST ASSESSMENT
PLEASE SUBMIT TO YOUR ADMINISTRATOR
AACPS-Division of Special Education – Para Educator Training Videos
9. . The goal of using adapted equipment is to promote the student's
a. Access to education
b. Health
c. Independence
d. All of the above
10. TA/TSA input is valuable to the team T/F