Physical Management in the classroom

1. Physical Management in the classroom

2. Goals of physical management • Encourage functional movement in purposeful and meaningful activities in the classroom • Encourage maximum participation in the environments in which the child functions • Minimize the negative impact of physical impairments on movement and function and reduce the risk of development of secondary problems • Promote the development of posture and movement skills

3. Handling • Graded sensory input provided by the therapist’s hands at key points of control in the child’s body • Amount of assistance provided • Influence muscle tone, facilitate postural control, and develop movement patterns that contribute to functional daily life

4. Physical management includes • Proper positioning • Preparing a child to participate in tasks and providing physical assistance as needed • Activities that facilitate functional motor goals in IEP • Planning and carrying out a daily schedule that allows for a variety of positions

5. Guiding acquisition of motor skills • Motor learning is enhanced • when participation is active • when actions are goal directed • When sessions include both repetition and problem solving • By practice in meaningful contexts • When the performer assumes an optimal state of readiness for action

6. Developing a physical management plan • Functional motor goals that will maximize participation? • Specific motor skills that need to be developed for the child to achieve functional goals? • Do abnormal muscle tone, reflexes, or other health issues impact? • Positioning plan and schedule? • Roles of team members? • Inclusive environments and naturally occurring daily routines?

7. What percentage of students with physical disabilities are receiving services in the general ed classroom? • What are examples of AT for mobility? • What are types and goals of mobility systems? • What are the steps to physical management routines?