A study into the effectiveness of a postural care education programme

Background: Research identified that parents & teachers lack knowledge & confidence when providing postural care to a child with a physical disability (Hutton & Coxon 2011). This can act as a barrier to the successful implementation of therapy & affect a child’s function & well being. To address this problem an intervention for parents & teachers has been developed. Aim: The aim is to determine whether this intervention improves parents’ & teachers’ knowledge & confidence. Method: The intervention is designed for teachers & parents of mainstream primary school children with a physical disabilityand will be delivered by therapists across the South East of England. Participants will be identified by their local therapists & recruited to the intervention. A within-subject design, with the outcome measure completed at baseline & at follow-up, will be employed. Results: Data collection will be completed in May 2013. Analysis of this data will determine whether the intervention has improved parents’ & teachers’ knowledge & confidence. Impact: There has been an on-going partnership between the researchers and service users throughout. A parent is a co‑applicant & other parents & teachers have been involved in the design & development of the intervention. Implications: This intervention will promote knowledge sharing& closer working between parents, therapists & teachers – leading to improved outcomes for the child. South East Coast REC (11/LO/0653). All participants will be recruited after providing informed consent. Participation is voluntary & can be withdrawn at any time. All data will be anonymous & only broad trends will be reported. Data will be securely stored as required by the Data Protection Act 1998. References Hutton, E., Coxon, K. (2011) ‘Posture for learning’ – meeting the postural care needs of children with physical disabilities inmainstream primary schools in England – a research into practice exploratory study. Disability & Rehabilitation, 33 (19–20), pp.1012–1924