a task. Tasks require eye/hand coordination, and eye/hand coordination require pelvic stability and with bearing. When the body is relaxed, the arms are relaxed and, in fact, the arms can’t find “power” to actually be useful in tasks. (We don’t try and prepare a meal from a Lazyboy, we couldn’t find the power to hold a knife, much less focus on cutting). Seating for activity, seating for task engagement, seating for using the body, has to have much less contact with the surface of the seating system. Also, for children, feet need to be on the floor, this is how the body “finds” gravity, and gravity, itself, is used by the body to find the power to use the extremities for intentional activity. Mentioned earlier, the Kidwalk can be used throughout the day in activity within the classroom. A High/Low chair is also equipment to be considered within the classroom. R82’s X-Panda, is an example of this type of seating. Meet Emily, and see her use of systems in the classroom. Emily can be seen in the Kidwalk a table within her inclusionary classroom, engaged with a book and some props used to supplement a story that we read together. Then, another photo, is Emily being fitted for the High Low chair, and then it’s holding a head array with electronic proximity switches (sensors) which she can use to access specific software on the classroom computer. There is also a photo of Emily and her mom at home,
Emily working at the computer with head array, in XPanda
with her mom holding an electronic proximity sensor as Emily and she play a game. Access needs to be used and not just “tested” but used to manage the activity. The activity is important, and access needs to be experienced. So with seating that allows the body to be weight bearing, and engaged, then an electronic switch which does not require force, (its powered by a battery), and held by a person, who can use it on themselves as well, is a great way to start. Then, the proximity sensors can be embedded within a head rest (head array) and fit onto the high/low chair and can work on the Kidwalk. Transparency with access is key. Switch hits should not be counted, nor judged for consistent accuracy. The child must be interested in the activity. The child will make mistakes, but the engagement in the activity is the most important. Human beings are not able to be predictably “motor consistent.” No matter how much practice, to matter how skilled, motor behavior in human beings is vulnerable. Motor competency is not developed by motor accuracy. Instead a neuronal pathway is created within the brain that includes the process of task engagement. In short, a brain/body connection. When an activity is intentionally participated in regularly, with the knowledge and anticipation of beginning, middle and end, a neuronal pathway is created.
Fitting Emily’s body into the High/low chair, XPanda
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