Peer-reviewed article
Powered mobility acquisition by an adolescent with severe visual and physical disabilities: a naturalistic video-based case study.
Michal Waisman-Nitzan, Lori Rosenberg, Naomi Gefen ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study follows a 13-year-old blind adolescent with motor impairments through a three-year powered mobility training program at school, home, and in the community. The adolescent progressed from initial exploration to confident, independent wheelchair use across different environments. The case demonstrates that children with severe vision and physical disabilities can successfully learn to operate powered mobility with appropriate training, support from family and therapists, and environmental adaptations. The findings challenge policies that exclude blind users from powered mobility programs and highlight the importance of inclusive assessment and early intervention.
Key points
- The adolescent progressed from exploratory behaviors to consistent, accurate performance across diverse environments over 3 years
- Standardized assessment scores (3PM and ALP) showed steady development from operational skills to proficient driving ability
- The adolescent shifted from initial resistance to motivated, self-initiated use of the powered wheelchair
- Environmental adaptation, family support, and therapist collaboration were identified as essential factors for success
- Low-cost, non-robotic powered mobility solutions were effective for this child with both severe vision loss and physical disabilities
Limitations
This is a single-case study of one adolescent, so findings cannot be generalized to other children with visual and physical disabilities or different contexts. The study does not compare different training approaches or include a control group, limiting conclusions about which specific elements of the intervention were most effective.
Abstract
Purpose: Children and youth with both severe visual impairment and physical disabilities are often excluded from powered mobility training due to safety risks, leading to learned helplessness and limited participation. Materials and methods: This naturalistic, longitudinal single-case study examined the process, feasibility, and outcomes of acquiring powered mobility skills for a legally blind adolescent with motor impairments. A 13-year-old adolescent diagnosed with Arts syndrome who uses a joystick and a cane underwent a 3-year program of powered mobility training at school, home, and community settings. Data included standardized assessment outcomes (Pediatric Progression of Powered Mobility [3PM] and Assessment of Learning Powered Mobility [ALP]) from video recordings at four time points. The adolescent's mother was also interviewed. Results: The adolescent progressed from exploratory behaviors while driving a powered wheelchair to consistent, accurate performance across diverse environments. The 3PM scores indicated a steady development in operational and functional skills, while ALP scores reflected a shift from "sophisticated beginner" to "proficient driver." The interview revealed the adolescent's progression from initial resistance to motivated, self-initiated use of the device, highlighting the importance of environmental adaptation, family support, and therapist collaboration. Conclusion: This case highlights that, with training and individual support, powered mobility is achievable for children and youth who are blind and have physical disabilities. This result challenges policy restrictions that disqualify users solely because of severe vision loss and demonstrates the value of low-cost, non-robotic solutions. The findings support the integration of powered mobility lending programs, early intervention, and inclusive assessment approaches.