A Closer Look at Seating and Mobility as it Relates to Using AAC and AT within an Activity (Part 1)

The true activity that the student is expected to subsequently “learn” to demonstrate and gain competence and independence will be discussed. Activities vary greatly with a student’s age and experience and are also impacted directly by the student’s visual perception, receptive language, language processing, mobility, and current postural development and control. The student’s ability to participate and “engage” in the real activity depend not only on the AT equipment and the access to it, but also the equipment that is supporting the student’s body.

This session (Part 1) in this two-part series, will examine the student’s seating and mobility (specifically and individually). Participants will learn how to recognize when a student has active postural control while engaging in activities versus a resting posture and how to design activities that optimize activities for students to demonstrate task engagement.

Learning Objectives:

• Identify three physical characteristics of an “active postural control” position of their students with complex bodies when engaged in using an AAC device.
• Identify three physical characteristics of a “resting posture,” which may be precluding accurate access with a student’s use of AT.
• Identify two real activities and subsequently describe how to create specific access opportunity for an individual student to demonstrate task engagement.

Title of Training: A Closer Look at Seating and Mobility as it Relates to Using AAC and AT within an Activity (Part 1)

Presenter: Karen Kangas

Training Date: 09/09/2021

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