The World Health Organization 8 steps for wheelchair service is a user-centered approach that wheelchair service personnel need to carry out to provide an appropriate wheelchair.

Understand the process in your context including the stakeholders and professionals that have a role in it. You may map what occurs in your context against the recommended 8 steps.

Small group discussions and local case studies to reflect on what currently occurs vs the recommended 8 steps and what is the profession’s role. 

• You can look at this syllabi for your reference.
  • Course “Promoción de la salud” in a physiotherapy program at Universidad CES, Colombia (available in spanish).
  • Course “Clinical Applications of Wheelchair Seating & Mobility” in a School of Health and Rehabilitation Sciences at University of Pittsburgh, United States.
  • Course “Wheelchair Training Program for Occupational Therapy Students” in a School of Occupational Therapy at University of Jordan, Jordan.
  • Course “Strategies for independent living” in a School of Health and Rehabilitation Sciences at University of Jordan, Jordan.
  • Course “Special topics in occupational therapy” in an Occupational Therapy Program at The Hashemite University, Jordan.
  • Course “Ergothérapie et l’utilisation du fauteuil roulant” in an Occupational Therapy Program at The University of Montreal, Canada.

There may be different processes based on systems available in the country. For example, there may be a system exclusive for the military, for conflict victims, for older adults, or for children. If this is the case in your contexts, consider discussing all of the systems’ wheelchair service processes and the role of the profession in each of those. In contrast, there may be contexts that have very limited or absent wheelchair services. If this is the case, use this introduction to reflect with your students on how the profession can influence this situation. 

Below is an example of the structure you will see throughout this component of the WEP.  It contains material that an intended user will make use of in constructing a course, or course module.  On the left, we have compiled relevant learning objectives that are organized based on the WHO’s 8 steps.  In the corresponding row associated with each individual learning objective, you will find formats for learning activities (“How to teach the content”) and appropriate examination forms (“How to evaluate”) for these learning objectives.  Links to resources that can be made use of in both the “How to teach the content” and “How to evaluate” have been provided in these sections.  Some of these references are descriptions that educators can utilize in the design of their own material, and some of these resources are “ready-to-use” resources.

Learning Objective

Explain the 8 steps of wheelchair service as defined by WHO.

How to Teach

Lecture (online or in-person)

WHO 8 steps video

• You can use this activity from a physiotherapy program at Universidad CES, Colombia (available in Spanish). 
• You can use this presentation from an occupational therapy program at Université de Montréal, Canada (available in french).

How to Evaluate

Quiz.

Learning Objective

Contrast the 8 steps of wheelchair service as defined by WHO to his/her context current wheelchair service.

How to Teach

Small group discussion (online or in-person)

You can use this presentation from an occupational therapy program at Université de Montréal, Canada (available in french).

How to Evaluate

Oral or written report on the group discussion.

Learning Objective

Recognize the current and potential role of his/her profession in wheelchair service.

How to Teach

Small group discussion (online or in-person)

You can use this presentation from an occupational therapy program at Université de Montréal, Canada (available in french).

How to Evaluate

Oral or written report on the group discussion.