Modified toy cars have serious potential to be a fun and functional power mobility option for children with special needs. The opportunity now exists to quantify several effects, including peer socialization, cognitive measures, and body structure/function goals involving neural, muscular, and skeletal physiology. Group study is required to formally test these findings.

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The use and assessment of power mobility in a preschool classroom appear feasible. Issues important to maximizing children's use of power mobility for classroom participation are discussed.