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PRE ASSESSMENTPLEASE 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 teacherb.Talk to the family about other student’s problemsc.Assist with academics, movement and ADLsd.Always be with the student during all class periods

  2. Students with physical disabilities often use adaptive equipment for 

a.Mobilityb.Eatingc.Standingd.All of the above

 

 

 

PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR

AACPS-Division of Special Education – Para Educator Training Videos

3. Students who use wheelchairs  

a.Always have an IEPb.Always have cognitive impairmentsc.Should rely on others to push them in the hallwaysd.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 seatbeltb.Remove the footrestsc,Lock all brakesd,Tickle the student

 

 

PRE ASSESSMENTPLEASE 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 availableb. Set up opportunities for practicing

independent skillsc. Have minimal expectations of the studentd. Allow the student to have extra socializing

time

 

 

PRE ASSESSMENTPLEASE 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 ASSESSMENTPLEASE 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 educationb. Healthc. Independenced. 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

•SEATING SYSTEMS•STANDING DEVICES•MOBILITY DEVICES•ACTIVITIES OF DAILY L IVING•ORTHOTICS/BRACES

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 USINGCare 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

WALKINGOne 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 student- walking 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- ADLVarious 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 CURRICULUMM- 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

OBJECTIVES1. Identify functional skills that foster optimal

independence.

2. Identify opportunities to integrate independence throughout the school day.

3. Assist students with the development of self-advocacy 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

INDEPENDENCESELF 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

OPPORTUNITIES FOR INTEGRATING SKILLS

THROUGHOUT THE DAYYour 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 ASSESSMENTPLEASE 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 teacherb.Talk to the family about other student’s problemsc.Assist with academics, movement and ADLsd.Always be with the student during all class periods

  2. Students with physical disabilities often use adaptive equipment for 

a.Mobilityb.Eatingc.Standingd.All of the above

 

 

 

POST ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR

AACPS-Division of Special Education – Para Educator Training Videos

3. Students who use wheelchairs  

a.Always have an IEPb.Always have cognitive impairmentsc.Should rely on others to push them in the hallwaysd.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 seatbeltb.Remove the footrestsc,Lock all brakes

 

 

POST ASSESSMENTPLEASE 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 availableb. Set up opportunities for practicing

independent skillsc. Have minimal expectations of the studentd. Allow the student to have extra socializing

time

 

 

POST ASSESSMENTPLEASE 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 ASSESSMENTPLEASE 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 educationb. Healthc. Independenced. All of the above

10. TA/TSA input is valuable to the team T/F