This presentation describes an element of the Bridge School program from 2006 to 2015 in which 29 students (22 boys and 7 girls: 3-10 years) participated in self-initiated mobility experiences through the use of hands-free support walkers and thematic activities embedded into the curriculum in ways that contribute to the foundation of learning and development. Students who participated in this program demonstrated a positive increase in peer interaction, engagement, self-initiation, problem solving, physical motor control, and use of the upper extremities. A theoretical framework based on current research and longitudinal observations of students participating in the self-initiated mobility experience will be discussed. A variety of techniques, activities and devices for imbedding self-initiated mobility into curricular activities and environments and a range of considerations used to select a child’s support walker to maximize fit, function and access will be shared through slides and videos.
