Role of TSA/TA - Anne Arundel County Public Schools

Transcript Role of TSA/TA - Anne Arundel County Public Schools

PRE ASSESSMENT

PLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos Name: School: Date: 1. The role of the TSA/TA when working with student’s with physical disabilities you should a.Leave eating and bathroom routine to the teacher b.Talk to the family about other student’s problems c.Assist with academics, movement and ADLs d.Always be with the student during all class periods 2. Students with physical disabilities often use adaptive equipment for a.Mobility

b.Eating

c.Standing

d.All of the above

PRE ASSESSMENT

PLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos 3. Students who use wheelchairs a.Always have an IEP b.Always have cognitive impairments c.Should rely on others to push them in the hallways d.Should be expected to become as independent as they can 4. When transferring a student from a wheelchair to another piece of equipment the first thing to do is a,Remove the seatbelt b.Remove the footrests c,Lock all brakes d,Tickle the student

PRE ASSESSMENT

PLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos 5. MOVE is a curriculum used in special centers only T/F 6. When working with students with physical disabilities the TA should a. Always be available b. Set up opportunities for practicing independent skills c. Have minimal expectations of the student d. Allow the student to have extra socializing time

PRE ASSESSMENT

PLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos 7. When working with students with physical disabilities a. Check with the PT when there is conflicting information b. Check with the PT when the student reports new medical information c. Check with the PT when equipment seems to be "not right" d. All of the above 8. The TA/TSA should make adjustments to adapted equipment whenever they feel it is necessary T/F

PRE ASSESSMENT

PLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos 9. . The goal of using adapted equipment is to promote the student's a. Access to education b. Health c. Independence d. All of the above 10. TA/TSA input is valuable to the team T/F

CONTACTS

Amy Hicks PT, M.Ed : [email protected]

Judith Davidson PT Manager: [email protected]

ROLE OF TSA/TA

• • • • Instructional tasks Behavioral support tasks Supervision tasks Personal care tasks

STUDENTS WITH MOTOR IMPAIRMENTS AND TA/TSA • • • • • Students with motor impairments may need assistance to move about the environment Be placed in specialized equipment Need assistance with toileting Need assistance with supplies, communication devices and modifications to educational tasks Need assistance with eating

• • • • • • • • •

COMMON MEDICAL DIAGNOSES

CP- Cerebral Palsy SP- Spina Bifida Down Syndrome Arthrogryposis Osteogenesis Imperfecta (OI) Rett Syndrome TBI- Traumatic brain injury SCI- Spinal Cord Injury Muscular Dystrophy

SPASTIC QUADRIPLEGIA

• • • • Entire body is affected Difficulty with head and truck control May or may not be able to ambulate Has many or all of the following deficits • feeding, speech, visual, hearing, • cognition, seizures

• • •

SPASTIC DIPLEGIA

Mainly lower limb involvement although, trunk almost always affected to some degree Usually can ambulate with abnormal gait patterns (scissoring, toe walking, etc)

SPASTIC HEMIPLEGIA

• • Only one side of the body is affected the trunk is almost always involved to some degree by compensating for lack of control in other areas of the body

• • •

SPINA BIFIDA/MYELODYSPLASIA

failure of the tube around the spinal cord to fully form many different classifications ranging from mild to severe range of symptoms depending on location of the affected area of the spinal cord,

BASKETBALL TEAM STUDENTS WITH SPINA BIFIDA

ARTHROGRYPOSIS IN ACTION

SOURCES OF INFORMATION

• • • • http://nichcy.org

http://www.spinabifidaassociation.org

http://www.ucp.org

http://www.ninds.nih.gov

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OBJECTIVES

Know types of adaptive equipment and their use Understand safe use of equipment Understand basic transfer and lifting principles Introduction to MOVE

ADAPTIVE EQUIPMENT

• SEAT ING SYST EMS • STANDING DEVICES • MOBILIT Y DEVICES • ACT IVIT IES OF DAILY LIVING • ORT HOT ICS/BRACES

EQUIPMENT OVERVIEW

Adaptive equipment can be used for a variety of reasons and to promote various outcomes Most equipment has multiple adjustments and components to accommodate growth and size Equipment must be maintained to be effective and safe – cleaned, tighten components, batteries charged

SAFETY WHEN USING

Care must be taken when transferring and positioning a student into a piece of equipment Providers must be aware of safe lifting techniques Providers must be aware of how to handle abnormal movement of student such as increased tone, contractures, weakness Physical therapist can assist with instruction and training for safe movement of students

EXAMPLES OF ADAPTIVE SEATING

STANDING DEVICES

Prone stander Supine stander Dynamic stander

EASY STAND

WALKING

One of life’s most important skills for bone and muscle health, learning, exploring and daily function Some students require the use of walkers and/or gait trainers to develop this skill.

Benefits caretakers as well as student walking is a critical life skill

MOBILITY DEVICES

WHEELCHAIRS

• • • • • •

WHEELCHAIR SAFETY

Safety First Ask student to help Lock brakes Move footrests Remove chest harness Unlatch seat belt last

ACTIVITIES OF DAILY LIVING- ADL

Various assistive devices for use in the bathroom are available Assistive devices for bathroom use can range from a railing to a fully supported toilet system.

For more involved student a changing table may be the only device that is appropriate.

Depending on the size of the student- a mechanical lift may be necessary to transfer the student onto the changing table.

If student is too heavy get assistance

BLUE WAVE TOILETING SYSTEMS

LIFTING DEVICES

ANKLE FOOT ORTHOTICS -AFOS

MOVE CURRICULUM

M- Movement O- Opportunities V- Via E- Education Curriculum followed for some students with physical disabilities which may guide goals for a student

PURPOSE OF THE MOVE PROGRAM

• • • • • • Use education as a means of systematically acquiring motor skills Combines therapy and education to establish activity based functional programs Helps students practice their motor skills while performing everyday tasks Reduce time and energy for daily care Provide sequence of motor skill development for function Provide way to measure improvement

OBJECTIVES

WHAT IS NEEDED FOR OPTIMAL INDEPENDENCE?

Self determination (Functional skills) Problem solving skills Community support

LEVELS OF SUPPORT

Range from full support to natural supports Goal is to have students demonstrate what they are capable of and when possible move to less support

 SELF CARE

FUNCTIONAL SKILLS THAT PROMOTE INDEPENDENCE

Encourage student to indicate need for self care, teach skills for self care such as wiping mouth after ever bite, MOBILITY  Encourage use of mobility devices COMMUNICATION  Encourage communication with gestures, signs, words or communication device. Encourage student to ask/indicate need or want rather than anticipating what the student needs/wants. This takes patience and practice BEHAVIOR CONTROL  Encourage age appropriate behavior; limit inappropriate behavior. Monitor BIPs

Your role as a TA/TSA is to create opportunities within the school environment to promote self determination resulting in independence We strive for kids to master the skills to move themselves, communicate, manipulate, explore and learn Challenge yourself to recognize/create learning environments where skills can be fostered for adulthood

SAMPLE: MOBILITY INDEPENDENCE

View the wheelchair as the student’s legs, without it they would not be able to move

MOBILITY AND NAVIGATION

• • • Encourage movement in the school building that is typical for the age of the student Allow opportunities to practice movement and navigation Think long term- can they find their way?

BARRIERS TO INDEPENDENCE

Number of adults interacting with student Uncertainty of how to help foster independence Overcoming feelings of pity, anxiety, need to prevent failure Learned helplessness - student relies on adults for everything, even paying attention in class

WITH A LITTLE HELP….

If you can imagine it , You can achieve it If you can dream it , You can become it William Arthur Ward

SUMMARY When working with student’s with physical disabilities in the county schools, the goal is to promote safe, healthy, access to their educational curriculum. The physical therapist involved with the student will answer any questions you have and train you on how to use any equipment involved. Our goal is to promote and develop independent skills and self advocacy skills with the student as they advance through their educational years.

POST ASSESSMENT

b.Eating

c.Standing

d.All of the above