Ergonomic Evaluation of Sitting Postures in School Chairs of School-Age Children with Special Needs

The aim of the study is to evaluate the sitting posture and upper extremity functionality of children with special needs. Children with special needs (n = 31) and typically developing children (n = 31) between the ages of 6–12 were included in the study. Posture was evaluated with the Seated Postural Control Measure Scale and Photographic Posture Analysis, and upper extremity function was evaluated with the Box Block Test. A significant difference was found between the groups in terms of Seated Postural Control Measurement (p < 0.001), Photographic Posture Analysis (p < 0.001) and Box Block Test (p < 0.001) results. Additionally, a statistically significant relationship was found between postural smoothness and upper extremity function of children with special needs (p < 0.05). It was found that children with special needs performed poorly in terms of postural regularity and upper extremity skills. It was observed that the upper extremity function worsened with the deterioration of the sitting posture.