The Use of Powered Devices to Support Autonomous Mobility in Children with Motor Disability Attending Early Childhood Intervention: Implications for Physical Education and School Inclusion

Mobility in children with motor disabilities is critical to their quality of life because it enhances participation and social inclusion in school and community settings. Recently, early childhood intervention programs have begun incorporating powered mobility devices (PMDs) to promote children’s autonomy at an earlier age than before. This study aimed to review the research on PMDs and highlight the implications for physical education and inclusion. Guided by PRISMA recommendations for scoping reviews, a synthesis of the findings from 46 articles published between 2010 and 2025 was conducted. Results indicate that the increasing use of these devices aligns with an emerging shift in professional perspectives toward technology-assisted mobility to improve participation. However, several factors influence the success of PMD implementation, including device type, children’s health status, and social, family, environmental, and attitudinal conditions. This shift presents both opportunities and challenges for schools. It is essential for physical education teachers to remain updated on innovations in this field, such as modified ride-on cars, and to strengthen collaboration between schools and early childhood intervention services to overcome physical, social, and attitudinal barriers to inclusion.