Transportation and Mobility for Individuals with Physical Disabilities

Mobility is an area where the benefits of technology are obvious: freedom of movement, increased privacy, and personal independence. Today, individuals can select artificial limbs that are bionic and resemble human limbs. Myoelectric Limbs are battery-powered and aesthetically pleasing. They are hollow but contain a sensor that picks up electrical signals transmitted from the individuals brain through the limb. These, allow individuals to control movement and function. Limbs are used for running, daily walking, holding,hugging and so on.
Robotics is another area that gives hope to the future of individuals with disabilities. Robotics is the use of sophisticated devices to accomplish motor skills such as grasping. Robotic arms can manipulate objects in at least three directional movements: extension/retraction, swinging/rotating, and elevation/depression. This type of assistance is beneficial in independent daily living or self-help activities. Costs, transportability, repairs, and training are present barriers to this type of technology but their increasing demand might make it more economical in the future.

Reference:

Introduction to Special Education
Teaching in an Age of Opportunity
Fifth Edition

Transportation and Mobility

This posting will address the topic on Transportation and Mobility. It is geared for professionals, parents of and students with physical disabilities.

Performance of Physical Activities by Adolescents with Cerebral Palsy

A Research Study

Comments by: Juanita Cadle

Studies have proven that mobility and self are essential factors which contribute to a successful transition of adolescents with cerebral palsy to adulthood. In this particular study, the performance of physical activities from the perspective of adolescents with cerebral palsy was characterized.

Adolescence is characterized by that period of development that an individual prepares himself/ herself for social roles associated with young adulthood, including postsecondary education, employment, and independent living. There is no doubt, that for adolescents with the condition of cerebral palsy, the transition into adulthood is a challenging one. More so, these individuals face low employment opportunities, are restricted in leisure and social participation and are more dependent on their relatives for their living arrangements. In fact many parents or guardians of these individuals are faced with lifelong responsibilities for care that can become more difficult as the person and parent become older. Studies have shown that the Gross Motor Function of adults with Cerebral Palsy were one or more levels lower on the Gross Motor Function Classification System (GMFCS) compared with their function during childhood. A high percentage of adults with cerebral palsy have reported needing physical assistance in self-care and activities of daily living. A personal factor which is associated with independence and persistence in adolescents with physical disabilities is self-efficacy (a person’s belief that he or she can perform certain behaviors). Another factor that may improve the performance of physical activities of individuals with cerebral palsy is a supportive environment. These include accessibility, accommodation, resource availability, social support, and equality both in the home and outdoors.

In this particular study, the Gross Motor Classification System, the Activity Scale for Kids Performance and a Usual Methods of Mobility Questionnaire were implemented. The GMFCS was completed by a Physical Therapist, the ASKP was completed by the adolescents of Cerebral Palsy and the Usual Methods of Mobility questionnaire was completed by the parents. Results of the study demonstrated that an overall self-sufficiency in performance of physical activities by adolescents with cerebral palsy differed based in the five levels GMFCS scale. In other words, the GMFCS level discriminates the ability to perform physical activities independently among adolescents with cerebral palsy. The performance of activities outlined in the ASKP demonstrated that improved performance among adolescents with cerebral palsy is more likely to occur in specific activities as a result of instruction and practice, accommodations, assistive technology, environmental modifications, or some combination of these factors.

This study provides many implications for educators, physical therapists, and parents/guardians who deal with individuals with the condition of Cerebral Palsy. It is of vital importance that physical therapists, educators and families collaborate with each other by providing adolescents the opportunities to participate actively in decision making skills and problem solving skills on how they can become more self sufficient and assume more responsibility despite their limitations in physical capability; not only in the home but also in the community. In other words, any person who may have this form of disability should be encouraged to identify proper movement strategies, tasks adaptations and modification of the environment in order to optimize performance in physical activities. Let’s give a helping hand to those who need us by creating better experiences and opportunities for all persons with disabilities.

Reference:

http://www.ptjournal.org/cgi/content/full/87/1/77

Inclusive Communities - Facilitating and promoting Transition for Individuals with Disabilities

Recreation and Leisure

This posting is targeted for professionals and parents of individuals with disabilities. Other community members may also find it very informative on how to allow social inclusion through recreational activities. The purpose of this blog is to make us aware of ways that we can all collaborate and make school and community recreation fun for everyone by identifying places in the environment and techniques, making modifications and adaptations to these as we integrate them in our daily lives to accommodate individuals with disabilities.
Although for the past decade or so we have seen more participation of persons with disabilities in general education classrooms and community workplace we still need to improve and focus on more activities to integrate them into regular recreational and leisure activities. The resources provided in this blog discuss some of the following topics:
Strategies for Successful Inclusion in Recreation Programs
- Specific strategies to help different age range persons with disabilities to participate more fully in local school and neighborhood social and leisure activities.
- The use of community leisure facilitators to support people with disabilities in community programs.
- The importance of finding or creating local groups and activities for people of all ages.
- Ways of encouraging and assisting persons with disabilities to try new activities and experience participation.
- Disability awareness training and social networking.
- Promoting Inclusive recreation and Leisure Opportunities for adults.
- Procedural adaptations to promote accessibility.
-Ideas of different activities/coordinating programs.
- Common situations and support.
- Tips for training families.

To read and find out more on these ideas, the following resources can be very useful.
Book
- IDEA 2004 UPDATE EDITION - INTRODUCTION TO SPECIAL EDUCATION - TEACHING IN AN AGE OF OPPORTUNITY FIFTH EDITION - Deborah Deutsch Smith, pages 299, 300, 315, 332, 333, 402, 403.
- Goodall, P. (1992). Integrated Leisure options for individuals with severe traumatic brain injury. (Special Topical Report #1). Richmond, VA: Virginia Commonwealth University, Medical College of Virginia.
- Ray, T. (1991). SCOLA leisure activity guide. Ramsey, Co.,
Articles:
- Strengthening Relationships and Bodies: Social Inclusion through Recreation.
- The meaning of Social Experiences in Recreation Settings.
- Community Recreation Programming to facilitate Social Inclusion: Rules of Thumb.
- Advocating for Inclusion: Strategies for Individuals.
Website:

http://thechp.syv.edu/recreation.html.
http://www.eric.ed.gov/ERICDOCSrecreation/



Recreation and leisure activities are very important aspects of our lives. They allow us to socialize, relax, have fun and develop friendships/relationships with others. All these, in return help us to attain skills and abilities required in our daily lives for us to adapt to our environment and live higher quality lives as social beings that we are. By educating and training the community on a whole on strategies and activities to include persons with disabilities in recreational programs, we are increasing their opportunity to become more competent in functioning productively in their community. Therefore, we need to be aware how to help develop a sense of belonging, motivate them to become involved and be active members so that we can all have similar experiences as we grow and transition in our life.
Inclusion in recreation has many benefits, including activities where socialization is likely to occur naturally. Participation in sports and recreation sets the pattern of physical exercise that lasts a lifetime. In addition to all the health benefits of recreation and exercise, recreational skills can allow individuals with physical disabilities to have fun with their peers and can provide opportunities for enjoyment with their families. However, many sports and recreation programs for individuals with physical disabilities are not inclusive in that individuals with and without disabilities do not usually play and learn together. In many cases, only special programs genuinely allow everyone to participate, even those who are not athletically able. Research has shown that many individuals claim to enjoy recreational activities that are not integrated because they do not have to fear judgments and can take risks they would not otherwise take (Easter Seals, 2002).
Many special sports and fitness programs are now available for individuals with physical disabilities in America, however, in Belize we have yet to develop, fund and implement these.