Strategies, Problems, and Management

 Instructional Strategies

Students should be prepared with communication skills and routines before using positioning equipment. They can learn to anticipate transitions, assist in movements, and signal discomfort. Teaching independence such as moving themselves, adjusting straps, or directing material placement helps them build self-care and communication skills. Teachers should model and provide repeated practice opportunities.

Handling and Positioning Problems and Emergencies

Positioning should never cause pain or be forced. Adults must watch for signs of distress and allow students to express discomfort. If pain or injury is suspected, repositioning or medical consultation may be needed. Staff must also be trained to safely handle students to prevent falls. In the event of a fall, first aid, injury checks, and parental notification are necessary, especially since some students may have fragile bones.

Management Issues for Handling and Positioning

An Individualized Health Plan (IHP) and the student’s IEP should outline safe handling methods, equipment use, potential emergencies, and therapy involvement. Goals may include independent or partial participation in positioning tasks. Therapists provide training and support, but teachers and staff carry out the daily implementation, often with reference materials like photos of correct positioning.

Tracking Implementation

Positioning should be built into the student’s daily schedule to ensure consistency. For example, a student might work on reading while positioned on a wedge. Staff should keep data sheets documenting when and how positioning occurs, the type of equipment used, the duration, and related instructional goals. This ensures accountability and alignment with therapy and educational objectives.