Discovering powered mobility skills with children: ‘Responsive partners’ in learning

Aims This qualitative grounded theory research study was designed and carried out as a PhD thesis to explore the question ‘How does a child learn to use powered mobility to explore their environment?’. Methods The research took place in four interconnected stages. Initially 11 typically developing children were observed and video-taped learning to use a powered wheelchair. Comparison and coding of the video data to develop the emerging themes led to three further data sets: consulting with seven experienced power mobility users in focus groups; observing 11 children with disabilities using powered wheelchairs; and focus groups with 22 peer professionals. Findings The findings identified three stages of developmental learning and the themes of ‘partnerships and models’, ‘listening to disabled children’ and ‘engaging with children through play’. Analysis of these themes led to the emergence of the core category ‘responsive partner’. Conclusions A constructivist methodology of exploration enabled child-centred research to take place. Components of learning were identified and stages of progression for powered mobility discovered. Findings revealed that services should focus on the clinician being a responsive partner who does not command but is able to elicit new learning, and future research should explore this framework further.