More than Just Movement: Rethinking Powered Mobility Readiness

Mobility is more than just movement—it's a pathway to exploration, learning, and independence. For young children with developmental delays or individuals with cognitive impairments, powered mobility can be a transformative tool, enabling self-initiated movement that supports development across physical, cognitive, and social domains. Yet, misconceptions about “readiness” or “cognitive prerequisites” often delay or prevent access to this assistive technology. Introducing powered mobility can feel overwhelming—you might wonder where, when, or how to start. I’ve experienced these challenges myself. But the potential outcomes for the end user often go far beyond simply getting from point A to point B.

Why Powered Mobility Matters

Research consistently shows us that self-initiated mobility drives development. Multiple studies highlight how powered mobility enhances communication, social interaction, motivation, and participation. Importantly, the key findings  from this research were that the goal is not to wait for skills to emerge before introducing mobility—but to use self-initiated mobility as a catalyst for these skills to develop.

This shift in mindset is critical. Rather than focusing on pre-requisite abilities, clinicians should ask: “What abilities might emerge if we provide someone with the opportunity to move?”.

How to Introduce Powered Mobility

Introducing powered mobility is a process, not a one-time event. It begins with thoughtful setup: selecting the right wheelchair base, choosing the appropriate access method, ensuring optimal seating, and programming the device to match the learner’s needs (Field and Livingstone, 2018). From there, clinicians must implement strategies to meet the user wherever they are in the learning process. From those exploring simple cause-and-effect and the freedom of movement for the first time, through to those navigating complex environments in more advanced stages (Nilsson and Durkin, 2014).

Key principles include:

• Setting realistic expectations amongst family, support and therapy teams
• Providing appropriate settings and give the individual the best opportunity to learn
• Persevering with a consistent approach across all environments
• Implementing appropriate strategies to facilitate learning

Training Takes Time

Learning to drive a powered wheelchair doesn’t happen overnight. Would anyone receive their driving licence after only one hour of driving in a car? Absolutely not! Studies show that training frequency and duration of powered mobility driving vary widely, but the common thread is consistency. Just as typically developing toddlers practice walking daily, or teenagers practising their driving, powered mobility users need regular, meaningful opportunities to explore and engage with the world around them.

A Team Effort

Successful implementation requires collaboration. Families, support networks (from carers through to teachers) and all therapists play a role in supporting the user’s journey. Most importantly, goal setting should be focused on participation, not just function.

Introducing powered mobility is not just about movement, it's about promoting development, participation, and independence. With the appropriate strategies, tools, and team support, individuals can thrive through self-initiated mobility as every one deserves the opportunity to experience the joy of movement.

If you’re unsure where to begin, I recommend visiting Permobil’s  Clinical Resources where you’ll find helpful resources such as the Clinicians Guide and Parents Guide for Introducing the Powered Explorer Mini to infants and toddlers. If you have any further questions, please do not hesitate to reach out to the clinical services team directly at education.apac@permobil.com

References:

• Bray, N., Kolehmainen, N., McAnuff, J., Tanner, L., Tuersley, L., Beyer, F., Grayston, A., Wilson, D., Edwards, R. T., Noyes, J., & Craig, D. (2020). Powered mobility interventions for very young children with mobility limitations to aid participation and positive development: the EMPoWER evidence synthesis. Health Technology Assessment, 24(50), 1–194. https://doi.org/10.3310/hta24500

• Guerette, P., Furumasu, J., & Tefft, D. (2013). The Positive Effects of Early Powered Mobility on Children’s Psychosocial and Play Skills. Assistive Technology, 25(1), 39–48. https://doi.org/10.1080/10400435.2012.685824

• Field, D. A., & Livingstone, R. W. (2018). Power mobility skill progression for children and adolescents: a systematic review of measures and their clinical application. Developmental Medicine & Child Neurology, 60(10), 997–1011. https://doi.org/10.1111/dmcn.13709
• Nilsson, L., & Durkin, J. (2014). Assessment of learning powered mobility use—Applying grounded theory to occupational performance. Journal of Rehabilitation Research and Development, 51(6), 963–974. https://doi.org/10.1682/jrrd.2013.11.0237