Adapted Aquatics for Students with Disabilities Matthew Cummiskey, Ph.D. Central CT State Univ., New Britain Materials available via website

Background  AAPAR Adapted Aquatics Certified  CAPE  Collaboration with schools in Connecticut Pull-out setting Pull-out setting  Adapted PE instructor at CCSU

Why the Water?  What are some possible benefits of including aquatics for student with disabilities?

Why the Water  Kids (students) generally love the water  Students can often do MORE  Safety: if possible everyone should be able to stay afloat  Develop lifelong skills and feelings of accomplishment /self-worth  Freeing environment, help foster independence (leave the wheelchair and the crutches on the side)  Therapeutic pools (88-92 degrees) help relieve pain and promotes relaxation and mobility Contraindicated for MS Contraindicated for MS  Reeducation of paralyzed muscles  Immersion in water improves: Stroke volume, cardiac output, work of breathing, oxygen delivery, blood flow… Stroke volume, cardiac output, work of breathing, oxygen delivery, blood flow…  Increases range of motion  Improves muscle strength and endurance, great form of cardiovascular exercise  Stimulates the senses (skin balance, visual, auditory) Can be too much for students with autism Can be too much for students with autism

Why the Water  1975 Education for All Handicapped Children Act PL defined physical education as: PL defined physical education as: (I) the development of: (A) physical and motor fitness; (B) fundamental motor skills and patterns; and instruction in aquatics, dance, individual and group games, and sports (including intramural and lifetime sports). (Federal Register, 1977a) (I) the development of: (A) physical and motor fitness; (B) fundamental motor skills and patterns; and instruction in aquatics, dance, individual and group games, and sports (including intramural and lifetime sports). (Federal Register, 1977a) What is the significance of the definition?What is the significance of the definition?

Pre-Instruction  Safety Rule: Unless accompanied 1 on 1, students are not permitted in the deep end Rule: Unless accompanied 1 on 1, students are not permitted in the deep end Lifeguard: Have one on duty Lifeguard: Have one on duty Avoid doubling as the lifeguard (protect yourself)Avoid doubling as the lifeguard (protect yourself) Class size: In a pull-out setting, 4 or 5 students maximum Class size: In a pull-out setting, 4 or 5 students maximum Aides should be present in the poolAides should be present in the pool

Pre-instruction  Time In a 45 minute class, you will often have only 20 minutes for instruction due to extended changing times…prioritize In a 45 minute class, you will often have only 20 minutes for instruction due to extended changing times…prioritize  Considerations Is the water or air too cold? Is the water or air too cold? Is there too much going on in the pool/noise? Is there too much going on in the pool/noise? Accessing the pool Accessing the pool

Planning – What to Teach? Several model “curriculums” are available  Learn to Swim Learn to Swim Learn to Swim Special Olympics Special Olympics  Levels of Competency Levels of Competency Levels of Competency Sherrill Model Sherrill Model

Planning – What to Teach?  Personal safety Knowledge of entry and exit Knowledge of entry and exit Knowledge of personal limits Knowledge of personal limits Pool rules Pool rules Deep vs. Shallow Deep vs. Shallow  Personal growth What are their goals Show me what you can do YMCA Progressive Swim Levels

 Stroke development Assess typical strokes Assess typical strokes Crawl, sidestroke, breast, backCrawl, sidestroke, breast, back Crawl is quite advanced for many students, esp. considering present techniqueCrawl is quite advanced for many students, esp. considering present technique  Rescue Reaching Reaching Extending Extending Throwing Throwing  Water sports and games Can they sit on a noodle? Get on a raft or tube? Throw a ball to another with balance? Planning – What to Teach? YMCA Progressive Swim Levels

Planning – What to Teach?  Pre-assessment if possible Lone Star Adapted Aquatics Inventory Lone Star Adapted Aquatics Inventory Lone Star Adapted Aquatics Inventory Lone Star Adapted Aquatics Inventory “Provide level of needs within the curriculum and vice versa” “Provide level of needs within the curriculum and vice versa” p.33p.33

Planning – What to Teach?  Goals and objectives Personalized depending on a student’s IEP Personalized depending on a student’s IEP Anything from just feeling comfortable in the water to snorkeling or playing water poloAnything from just feeling comfortable in the water to snorkeling or playing water polo Fitness related – increasing range of motion, improved muscular endurance…Fitness related – increasing range of motion, improved muscular endurance… Combination of student’s present level of performance and goals/objectives coalesced from several sources Combination of student’s present level of performance and goals/objectives coalesced from several sources Sources may include:Sources may include: Your own expertise Your own expertise Programs or curriculums (YMCA, Special Olympics, LSAA, etc Programs or curriculums (YMCA, Special Olympics, LSAA, etc STUDENT INTEREST STUDENT INTEREST

Planning – What to Teach?  Goals and Objectives Continued… Pool rules and safety Pool rules and safety Use of steps, ramps, lifts Use of steps, ramps, lifts Mouth closure during splashing Mouth closure during splashing Breath control Breath control Swim strokes Swim strokes Minimize competitive starts and turns Minimize competitive starts and turns Synchronized swimming movements Synchronized swimming movements Masks, fins Tubes or life jackets Rolling (front to back) Inflate clothing for survival Change in directions Recovering from horizontal Treading water Making a reaching rescue

Planning – What to Teach?  The basic motor components include: water orientation, water entry, breath control, buoyancy and body positioning, arm actions, leg actions, and combined movements water orientation, water entry, breath control, buoyancy and body positioning, arm actions, leg actions, and combined movements

Planning – What to Teach?  YouTube Video Write down your initial thoughts on some goals for this student Write down your initial thoughts on some goals for this student AG7Uk&NR=1Http:/// AG7Uk&NR=1Http:/// AG7Uk&NR=1Http:/// AG7Uk&NR=1 Somewhat limited due to the small sample but do your bestSomewhat limited due to the small sample but do your best

Getting into the Water - Independent Transfers Forward Pivot Sliding Board Transfer

Standard Lift Arms-through lift Getting into the Water - Dependent Transfers

Getting into the Water Ramps and stairs (ADA compliant)

Getting into the Water eid=19327&top=12968&productid= &trail=22,12691,12963&discontinued=0

Getting into the Water Wet the mat and slide the student into the water (safe, fast, and inexpensive) Tot dock – sits in the shallow end of the pool

Instruction - Keys to Success  When to progress a student from one level to the next? For each assessment level, progress can be noted in terms for: For each assessment level, progress can be noted in terms for: Degrees of performance:Degrees of performance: % of times completed, distance, duration, quality of skill % of times completed, distance, duration, quality of skill Verbal cues requiredVerbal cues required Amounts of physical assistance neededAmounts of physical assistance needed  Advancement to the next level is not necessarily all or none

Instruction - Keys to Success  Teaching style – allow students to choose the level of their challenge or desired equipment Teaching styles in PE Teaching styles in PE Teaching styles in PE Teaching styles in PE Challenge stations for flutter kick Challenge stations for flutter kick 1 – Sitting poolside1 – Sitting poolside 2 – In the water holding the gutter2 – In the water holding the gutter 3 – Hold a kickboard in open/near water3 – Hold a kickboard in open/near water 4 – Unassisted in open water4 – Unassisted in open water Challenge stations for immersing head in water Challenge stations for immersing head in water

Instruction - Keys to Success  Use small-sided activities that don’t single students out  Students with disabilities may collaborate with non-disabled peers “Swim-helpers” - assist in the pool “Swim-helpers” - assist in the pool Should sign a permission slipShould sign a permission slip Consistent helper if possibleConsistent helper if possible

Communication  Demonstrations  Photos, picture exchange  Simplify language  1 direction at a time  Ask to repeat  Communication board Instruction - Keys to Success

Teaching Strategies/Equipment

Flotation devices  Assistive device when used supplementally (belay fear)  Devices can sometimes gets impede strokes  Floatation devices are not Coast Guard Certified PFD’s!  For upright position, may need to weigh feet down

 Fun, bright color, tactile equipment works wonders! Teaching Strategies/Equipment

Hand over hand – guide through the movements Visual display of activities or tasks to complete Surfing

Teaching Strategies/Equipment

Assisted Ambulation Flotation with hand over hand (again)

Teaching Strategies/Equipment Vital capacity (lung) Diving lead-up

Teaching Strategies/Equipment Fitness  Cardiovascular (kicking, wall crawl, games)  Muscular endurance/strength Moving arm through the water Moving arm through the water Add resistance through a webbed glove, holding a lolli-pop paddle, etcAdd resistance through a webbed glove, holding a lolli-pop paddle, etc  Flexibility – shallow end shallow end

Teaching Strategies/Equipment Resource Documents  Basic Adapted Aquatic Activities and Games (TWU-Ms. Gomes) Basic Adapted Aquatic Activities and Games (TWU-Ms. Gomes) Basic Adapted Aquatic Activities and Games (TWU-Ms. Gomes)  Activities document Activities document Activities document  Stopka equipment articles: 1, 2, Highlights: Highlights: Goggles – step towards immersionGoggles – step towards immersion Musical bob (not chairs) with inner tubes or hula hoopsMusical bob (not chairs) with inner tubes or hula hoops Sinkable toys for retrievalSinkable toys for retrieval Kickboard as bat and bases for baseball (held by basement)Kickboard as bat and bases for baseball (held by basement)

Teaching Strategies/Equipment  Possible rewards: Dividing board Dividing board Favorite activity - Surfing Favorite activity - Surfing Free time with favorite equipment Free time with favorite equipment Water squirters Water squirters Group game Group game

Group Practice  Design an individualized 20 minute mini- lesson for the student described on each handout. The challenge: Try not to use any of the activities discussed thus far The challenge: Try not to use any of the activities discussed thus far Create goals, strategies for success, and possible activities Create goals, strategies for success, and possible activities Latitude in determining present level of performance (mild, moderate, profound) and other factorsLatitude in determining present level of performance (mild, moderate, profound) and other factors

Resources  Apache, R.R.G., Hisey, P., & Blanchard, L. (2005). An adapted aquatics assessment inventory and curriculum. Palaestra, 21(2),  Lepore, M., Gayle, G. W., & Stevens, S. (2007). Adapted Aquatics Programming: A Professional Guide (2 nd ed.). Champaign, IL: Human Kinetics.  Stopka, C. (2001a). Equipment to enhance an adapted aquatics program – Part 1. Palaestra, 17(1),

Resources  Stopka, C. (2001b). Equipment to enhace an adapted aquatics program – Part 1. Palaestra, 17(2),  Stopka, C. (2001c). Equipment to enhace an adapted aquatics program – Part 1. Palaestra, 17(3),  Texas Women’s University – Project Inspire. (n.d.). Aquatics. Retrieved January 19, 2008 from

Questions

Materials/Contact Info  For all materials used in today’s presentation, visit: (click conference presentations) (click conference presentations)  Contact info: Matthew Cummiskey Matthew Cummiskey (860) (860)