Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities
Authors
By Fei Luo and Sarah W. Blackstone
The Bridge School, Hillsborough, California
Raising or teaching a child with severe physical and communication challenges often comes with a heartbreaking question: What if they could explore the world on their own terms?
This article shines a light on the untapped potential of upright, hands-free, self-initiated mobility—a way for children to move independently while standing, even if they can’t walk unassisted or speak clearly.
Rather than viewing development as a list of isolated milestones—first smile, first word, first step—the authors encourage us to see it as an interconnected journey. Drawing from modern neuroscience and child development theories, they show how mobility supports much more than movement. It supports learning, language, confidence, and connection.
What Does This Article Explore?
The big question:
Can giving children upright, hands-free mobility help them grow in communication, learning, and independence—especially those who rely on Augmentative and Alternative Communication (AAC)?
How Did They Explore It?
Rather than conducting a single study, the authors pieced together powerful evidence from research, clinical observations, and real-life experiences—especially from The Bridge School, where children with significant needs learn using AAC and mobility tools daily.
They grounded their approach in three big ideas:
1 Neuroplasticity
The brain can rewire itself through new experiences—especially early in life—and continues across the life span.
2 Dynamic Systems Theory
Development happens through the interaction of many systems (like vision, movement, speech), not one at a time.
3 Embodied Cognition
Kids don’t just think their way into learning—they learn by moving, touching, seeing, and doing.
Image Description: A young girl uses an upright, hands-free mobility trainer and rakes pretend leaves in a classroom.
What Did They Discover?
The benefits of upright, self-directed movement aren’t just physical. They ripple out into communication, learning, and self-confidence. Here’s what that looks like:
New Ways to Communicate
When kids can stand and move freely, they gain new “tools” for expressing themselves. Imagine a child bouncing with excitement, moving closer to say “hello,” or walking away to say “no thanks.” These actions are clearer and easier for others to understand—especially when paired with AAC.
More Social Interaction
Mobility brings kids into the action. Just like walking toddlers carry toys to their parents or explore with friends, upright children using walkers can do the same. This freedom opens the door to more meaningful interactions at home, school, and in the community.
Better Language Learning
Movement and learning go hand-in-hand. When kids move through their environment, they encounter new objects, people, and experiences. This creates rich opportunities for vocabulary building, concept development, and shared conversations—essential for language growth.
Improved Use of AAC Tools
Navigating a communication device takes memory and spatial skills. Movement helps develop these skills, making it easier for children to remember where symbols are located and how to navigate complex AAC systems—just like we remember where apps are on our phones.
Stronger Sense of Independence
Perhaps most importantly, mobility gives children a voice in their own lives. Whether it’s choosing a direction, initiating an activity, or signaling a preference, these actions build self-determination—the foundation of independence and lifelong learning.
Why This Matters for Children with CVI
For children with complex needs and Cortical Visual Impairment (CVI)—a brain-based visual processing disorder—traditional AAC tools can be difficult to access. Mobility allows them to get closer to what they want to see, experience things more directly, and connect more meaningfully. Standing upright allows them to combine movement with sound and touch, creating more meaningful ways to interact with the world around them as they build spatial awareness and memory. These children especially benefit from multisensory, mobility-rich environments that don’t rely solely on vision.
What Does This Mean for Practice?
This article makes a strong case for:
- Interdisciplinary teamwork: Speech therapists, physical therapists, special educators, and families should work together to integrate mobility into everyday routines.
- Family-centered planning: Parents are critical partners in choosing and supporting the right tools.
- Implementation science: We need more practical research to bring this knowledge into real-life classrooms, therapy rooms, and homes.
The Bridge School has already seen promising outcomes. Their integrated approach gives children daily access to upright, hands-free movement. Early observations suggest benefits across communication, learning, and participation.
Conclusions
Every child deserves the chance to move, explore, and express themselves. This article shows that upright, hands-free mobility isn’t just a physical support—it’s a cognitive, emotional, and social one, too. Especially for children who use AAC and face visual or motor barriers, this kind of movement opens up the world.
We’re reminded that development thrives when systems work together—and that giving kids a way to move freely can unlock possibilities we hadn’t imagined.
Luo, F., & Blackstone, S. W. (2025). Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities. Augmentative and alternative communication (Baltimore, Md. : 1985), 1–8. Advance online publication. https://doi.org/10.1080/07434618.2025.2495903