September 15, 2021
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 2) will examine the student’s classroom and school environment and its impact on the use of AT. Participants will learn how to analyze the classroom environment for ensuring task engagement and differentiate between tasks that focus on motor practice or cognitive practice.
- Analyze the student’s classroom environment, identifying at least two different and exact locations for specific real activity within which the student needs to be engaged.
- Define the term “mobility” within the context of task engagement.
- Identify at least two classroom tasks utilizing access to AT as to whether the task focused on “motor” practice or “cognitive” practice.
Title of Training: A Closer Look at Seating and Mobility as it Relates to Using AAC and AT within an Activity (Part 2)
Presenter: Karen Kangas
Training Date: 09/16/2021