Mobility Skills

Mobility Skills

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving difficulty with physically moving.

Teaching Strategies

Instructional

• Implement strategies suggested by a physical and/or occupational therapist.

• Based on recommendations, develop an alternative programming goal related to acquiring, improving and/or maintaining mobility skills.

• Plan activities that will ensure the student’s inclusion and safety.

• Ensure choice of learning activities so that student can select area(s) of strength.

• Modify physical education expectations to meet the student’s needs; consider greater focus on knowledge.

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Environmental

• Use preferential seating to allow for easy entry and exit.

• Provide additional room for the student to move between desks.

• Provide access to elevators and ramps.

• Determine emergency evacuation procedures and post these.

• Provide extra time for transition between classes/locations in the school.

• Allow the student to go through the halls when they are less congested (slightly before or after bell).

• Provide access to lockers with extra space.

• Provide availability and usage of accessible washrooms.

• Ensure materials are reachable.

• Provide a large/table desk to accommodate a wheel chair, if used.

• Ensure accessible transportation, including on fieldtrips.

Assessment

• Encourage use of assistive devices.

• Provide a choice of assessment activities for the student to utilize his/her strengths.

Resources

• Helpful Adaptive Equipment for Cerebral Palsy Management

Information on standers.

• Mobility Disabilities

Information on a variety of assistive devices, including wheel chairs, ramps, guide dogs, etc.

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