Step content: Basic wheelchair and seating assessment is the collection of the information required to prescribe the most appropriate wheelchair, including aspects of cultural sensitivity, interview technique, environment and lifestyle considerations, and the physical assessment.

Planning considerations: The International Classification of Functioning and Health is the framework in which the assessment is based. 

Location/facilities: The theoretical portion may be taught in a virtual environment. The practical portion needs to have enough room to have mat/assessment beds in a proportion appropriate for the number of students in the course. 

Human resources: An educator with experience conducting wheelchair assessments. You could partner with wheelchair providers that have experience doing so. 

How to teach the content: Use of both demonstration and practical sessions.

• You need to maintain an optimal student:instructor ratio for learning. If that’s a challenge, you can use the support of teaching assistants, or create sub-groups.

• Case studies should reflect local environmental,cultural, and universal issues.

• There should be a wide variety of case studies reflecting local populations. 

• Practicals may be done with models or wheelchair users. You may recruit wheelchair users volunteers from civil society organizations and sports clubs.

• WHO assessment video.

Recommended equipment and tools:

• Measuring tape (metal one preferred) and clipboards or hard surface to take measurements.

• Mattress or bed to practice the assessment.

• Skeleton.

Documentation: Use a local assessment form, if not available, consider the WHO assessment form or a modification of it.

Other comments related to contextual adaptation/implementation: Take into account locally relevant issues. 

Learning Objective

State the purpose and factors of a client-centered, culturally- appropriate assessment in wheelchair provision.

How to Teach

Review a context-appropriate assessment form.

How to Evaluate

Oral or written activities to define, describe or identify the importance of information to be collected during the assessment.

Learning Objective

Explain actions needed to be taken if a wheelchair user has a pressure injury.

How to Teach

Review the levels of pressure injuries and corresponding actions.  

Problem-based group activity.

How to Evaluate

Oral or written activities to summarize, classify, defend, or give examples of the actions needed to be taken based on the pressure injury level.

Learning Objective

Examine the physical factors to be evaluated (e.g., upper extremity strength, propulsion strategy, transfers and other wheelchair skills, seating needs, skin integrity, and cognitive ability). 

How to Teach

Case studies of various mobility impairments.

Small group practical activities with students or wheelchair user volunteers.

How to Evaluate

Oral or written activities to distinguish, relate, or model the required physical factors in the basic wheelchair assessment. 

Assessment section of the Basic Skills Assessment for Wheelchair Service Providers.

Learning Objective

Examine the environmental factors to be considered (e.g., funding, living situation, support systems, architectural barriers, and topographical barriers).

How to Teach

Case studies of mobility impairments and client’s environmental factors 

Small group practical activities with students or wheelchair user volunteers.

How to Evaluate

Oral or written activities to distinguish, relate, or model the required environmental factors in the basic wheelchair assessment. 

Assessment section of the Basic Skills Assessment for Wheelchair Service Providers.

Learning Objective

Examine the personal factors to be considered (e.g., client’s role–student, employee; need to fold chairs for transportation; lifestyle, and cultural preferences).

How to Teach

Case studies of mobility impairments and personal factors. 

Small group practical activities with students or wheelchair user volunteers.

How to Evaluate

Oral or written activities to distinguish, relate, or model the required personal factors in the basic wheelchair assessment. 

Assessment section of the Basic Skills Assessment for Wheelchair Service Providers.

Learning Objective

Execute interviews to elicit the user’s perspective (anticipating possible problems, including cultural). 

How to Teach

Live demonstrations, (invite wheelchair users or actors or role play with the students)

Case studies

How to Evaluate

Peer and expert feedback.

Case studies evaluated.

Assessment section of the Basic Skills Assessment for Wheelchair Service Providers.

Learning Objective

Examine if current mobility devices are effectively meeting client’s mobility needs based on body structures, functions, environment, mechanical components, and/or client’s condition.

How to Teach

Discuss case studies of various client mobility device issues (from general to specific)

Problem-based group activity

Small group discussion

How to Evaluate

Oral or written activities to distinguish, relate, or model the source of mismatch between the person and the current device.

Learning Objective

Apply the measurement of body dimensions required for a basic wheelchair.

How to Teach

Body measurement demonstration activity (e.g. live, video, and illustration)

• You can use this lab guide from an occupational therapy program at University of Jordan, Jordan.

Small group practical activities with students or wheelchair user volunteers.

How to Evaluate

Oral or written activities to demonstrate or sketch the taking body measurements for a basic wheelchair.

Assessment section of the Basic Skills Assessment for Wheelchair Service Providers.