Adaptive Seating

Characterized by their ability to be adjusted, modified, or tailored to accommodate the unique anatomical, postural, and comfort needs of the user. These seating solutions often incorporate features such as customizable positioning, varying degrees of support, and adjustable components to promote optimal body alignment, comfort, and functionality.

AT Category: Access
- Environmental
- Physical
AT Category: Executive Functioning
- Self-regulation

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Lower body support
Upper body support
Mobility

Implementation Context In what activities, classes, or environments will the student utilize this tool?

Adaptive seating systems empower children to engage in classroom and home activities, irrespective of their positional or support requirements. These systems provide lower body support, upper body support, and facilitate mobility, fostering improved sitting skills during various activities. They also enable caregivers to interact more effectively with children by ensuring comfortable and easy movement.

Examples of adapted seating include:

Wheelchair cushions: These are designed to provide pressure relief, stability, and comfort for wheelchair users, preventing pressure sores and promoting proper posture.
Customized seating systems: These are tailored to the specific needs and body shape of the individual, offering optimal support and positioning to improve comfort and function.
Postural support devices: These include backrests, headrests, lateral supports, and pelvic stabilizers, which help maintain proper alignment and prevent slumping or leaning to one side.
Transfer aids: These assist individuals in safely transferring to and from their seating system, such as transfer boards or swivel seats, reducing the risk of falls or injuries.
Adjustable seating features: These allow users to modify the seat height, depth, angle, and tilt to accommodate their individual preferences and support functional activities.
Dynamic seating systems: These incorporate movement into the seating system, promoting postural control, reducing fatigue, and enhancing comfort for individuals with involuntary movements or poor muscle tone.

Additional Information:

Flexible seating and adapted seating are both approaches aimed at accommodating individuals with diverse needs, particularly in educational settings. However, there are differences between the two:

Flexible seating: Flexible seating refers to a classroom setup where students are provided with various seating options to choose from, such as bean bags, standing desks, floor cushions, wobble stools, etc.
- The goal of flexible seating is to cater to different learning styles, preferences, and comfort levels of students. It offers them the freedom to select a seating arrangement that best suits their needs, which can enhance their focus, engagement, and overall learning experience.
- Flexible seating is typically implemented as a universal design approach, meaning it benefits all students, not just those with specific disabilities.
- While flexible seating can be considered an accommodation in a general sense, it is not typically categorized as assistive technology (AT).
Adapted seating: Adapted seating involves modifying or customizing seating arrangements to meet the specific needs of individuals with disabilities. This may include using specialized seating systems, such as orthopedic chairs, wheelchair-accessible desks, adaptive cushions, or other assistive devices.
- The purpose of adapted seating is to provide ergonomic support, proper positioning, and accessibility for individuals with mobility impairments, physical disabilities, or other conditions that affect their ability to sit comfortably and participate in educational activities.
- Adapted seating is considered a form of assistive technology (AT) because it often involves the use of specialized equipment or devices designed to address the unique needs of individuals with disabilities.
- Adapted seating may require assessment by occupational therapists, physical therapists, or other specialists to determine the most suitable seating solutions based on the individual's specific needs and functional abilities.

While both flexible seating and adapted seating aim to provide appropriate seating arrangements for diverse learners, flexible seating emphasizes choice and comfort for all students, while adapted seating focuses on tailored solutions for individuals with disabilities using specialized assistive technology.