Instructional strategies
Students using positioning equipment are taught communication signals, schedules and movement preparation to reduce resistance. They may practice independent mobility, assist with adjustments and signal discomfort. Instruction encourages participation, relaxation, and safety checks. On leaving equipment, functional movements and skin inspections are emphasized to support independence and prevent complications.
This section emphasizes safe handling and positioning of students. It highlights that positioning should never cause pain or be forced. Adults must watch for signs of distress, such as crying or grimacing and students should be taught to indicate discomfort. If pain arises, repositioning or removal from equipment is necessary. Regular checks for redness or injury should be performed, with reports and appropriate actions taken. Therapists should guide responses even if no visible injury is present.
IHPs (individualised health plan) and IEPs outline handling methods, equipment use and emergency precautions. They include therapy needs, risks, and objectives to support student safety, independence, and achievement of educational goals.
A student schedule organizes handling and positioning alongside academic activities, ensuring consistency. For example, during reading, a student might spend 20 minutes prone over a wedge to improve engagement. Data sheets track type, duration and goals of positioning to monitor progress, safety, and effectiveness. Documentation also helps evaluate how positioning aligns with educational goals, such as comprehension or motor skills, and ensures planned use of equipment. Regular data collection ensures students benefit functionally and educationally from positioning strategies, while maintaining accountability for both staff and student progress.
Handling and positioning problems and emergencies
This section emphasizes safe handling and positioning of students. It highlights that positioning should never cause pain or be forced. Adults must watch for signs of distress, such as crying or grimacing and students should be taught to indicate discomfort. If pain arises, repositioning or removal from equipment is necessary. Regular checks for redness or injury should be performed, with reports and appropriate actions taken. Therapists should guide responses even if no visible injury is present.
Management issues for handling and positioning
IHPs (individualised health plan) and IEPs outline handling methods, equipment use and emergency precautions. They include therapy needs, risks, and objectives to support student safety, independence, and achievement of educational goals.
Tracking implementation
A student schedule organizes handling and positioning alongside academic activities, ensuring consistency. For example, during reading, a student might spend 20 minutes prone over a wedge to improve engagement. Data sheets track type, duration and goals of positioning to monitor progress, safety, and effectiveness. Documentation also helps evaluate how positioning aligns with educational goals, such as comprehension or motor skills, and ensures planned use of equipment. Regular data collection ensures students benefit functionally and educationally from positioning strategies, while maintaining accountability for both staff and student progress.
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