Resources
Module Content
You can download a document that includes all content from the module, with the exception of videos. This resource can support your learning while completing the module or be saved for future reference.
Additional Documents
Costigan and Light - Effect of Seated Position
Pederson and Lange Positioning Chart
WATI AT Decision-Making Guide - Seating and Positioning (Filled In)
Reflection Questions
The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.
Discussion Questions
The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.
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Do you feel that seating and positioning affect everyone? Why or why not? Give examples to support your answer.
- Everyone changes positions frequently. If you have experienced sitting in one position too long and had trouble moving out of that position, you will understand how seating and positioning affects everyone.
- If you have had to endure spending a significant amount of time in an uncomfortable position (e.g., bleachers), you know that seating and positioning affect everyone.
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How could you explain the variety of seating and positioning that can occur in a typical classroom to a teacher who wants every student to sit up "tall with their feet on the floor"?
- Take pictures of an average classroom during several times of the day to show how students sit throughout the day and demonstrate that learning takes place while children are seated in many positions.
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Explain some of the ways in which seating and positioning can positively or negatively affect the learning environment. Discussion may include the following:
- Point out that if a child is forced to sit in a specific way when it is uncomfortable he will probably not be able to focus on the task.
- Try assuming an uncomfortable position. As an adult sitting crossed legged or on your feet may be uncomfortable and you may lose your concentration.
- Brainstorm and try a lot of positions and get others to try them and report to each other how you felt and how that could affect a student in a classroom setting.
Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.
Introductory Activities
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The 90-90-90 Position
Try sitting in a chair in the 90-90-90 position: [Respond to the following questions]
- How does your body feel?
- How long can you sit in that position?
- What small and large movements are you making that may move you out of the 90-90-90 position?
- Would you want to be required to sit that way for the entire day?
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One-Hour Trial
Observe your positioning during a one-hour time frame, a class period or during different activities. [Respond to the following questions]
- What is your preferred sitting position?
- What are some of the positions you use daily?
- How do they compare to your peers' positions?
- How could you use these observations to help another staff member understand the importance of using a variety of seating or positions throughout the day?
Advanced Activities
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Classroom Observation
Observe a classroom at the elementary, middle or high school level, focusing on the way the students are sitting in the class.
- How many different ways are they seated at each grade level?
- How often do they change positions, and what are the changes they make?
- Do these observations give you any insight to the range of seating?
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Supported and Unsupported Positions
Observe a student with significant or mild physical disabilities in a supported and unsupported position.
- What positions does she use throughout the day? (You may need to ask caregivers to tell you about the different positions/equipment she uses during the day.)
- What do you notice about the student's body position and the effect it has on her?
- How would this knowledge affect what you might try with a student who is undergoing an AT assessment for seating and positioning?