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Tony was evaluated
for power chair. The evaluation was conducted by the PT and
OT along with a DME vendor. Results indicated that Tony certainly
understood cause and effect and had sufficient spatial/ perceptual
skills not to be a danger to himself or others following
training. |
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Tony did learn
to drive independently – over a 3-month training period.
Collaboration of team members during this training period
was sporadic; most often training was up to the PT. Tony
liked the chair and repeatedly asked for it. |
|
Funding
for powered mobility was sought through insurance and approved,
in part because of physiatrist’s persistent efforts.
All told, it took six months (problematic
and frustrating but not unusual!) to complete the
process of defining order specifications, obtaining approval
from funding sources, and placing the order to the manufacturer
for fabrication As a result, the PT had to advocate for new
measurements because Tony grew noticeably during this time.
Delivery followed after another six months. |
|
Training – for
Tony, his teachers and the other team members – followed.
The chair was kept at the school because it could not be
used at home where space was very limited and entrance stairs
were a further obstacle. The stroller was retained for home
use and to transport Tony to and from school. |
|
The transition
to public school three months later, proved to be difficult,
as some on the team had anticipated. Public school district
representatives tried to place him in a segregated school
for children with disabilities. The EI team and family finally
found a therapeutic nursery school that accepted him with
his chair. While his PT and OT did not feel this school was
the best option, all were willing to try. Following his one
year at the nursery school, he went to the neighborhood public
school. |
|
At the
time Tony left the EI program, he was independent in operating
the chair but needed help getting in and out of it. |
