ABSTRACT
When a child cannot maintain a posture while doing a task in the classroom, it impacts on learning. Children with disabilities who cannot transition between positions spend numerous hours in one position and when they experience discomfort due to positioning errors, they will not be able to maintain focus on the learning activities in the classroom. Consequently, artificial postural supports need to be introduced to temporarily or permanently provide postural support so that the child could participate. This chapter aims to explain the multiple benefits of functional seating and positioning for physical, cognitive, social, emotional and functional outcomes, especially for school-going children. Healthcare workers and educators are not all trained to implement strategies to improve children’s seating to render these outcomes and need to be enabled to screen for possible seating problems that could be addressed in the classroom or identify when referral is needed. A team approach, including the educator, is usually the best to address seating problems. There is not a “one-size-fits-all” approach in seating; instead guidelines are suggested to render better functional outcomes. A variety of specialized equipment is commercially available but does not always align with the socio-economic environment. Alternative seating equipment can be just as effective and constructed to suit the lifestyle of the child, the family and their particular environment.
