1. Developing and Implementing a Community-Based Adapted Aquatics Program
2013 AAHPERD Convention
Charlotte, NC
David G. Lorenzi, Ed.D, CAPE

2. What is Adapted Aquatics?
Adaptations to:
Instruction, equipment, strategies, strokes, swim skills, games, recreational skills, water safety skills, and access to swimming instruction and recreation for individuals with disabilities.
(See AAHPERD Council for Aquatic Professionals Adapted Aquatics Position Paper)

3. Why Adapted Aquatics? People enjoy being in water
Individuals with disabilities can often do more in water than on land
Buoyancy of water fosters independence
Develops lifelong skills and fosters feelings of accomplishment/self-worth
Therapeutic pools (88-92 degrees) can help to relieve pain and promote relaxation and mobility
Reeducation of paralyzed muscles
Improved levels of health-related physical fitness
Stimulates the sensory system

4. Legal Basis for Adapted Aquatics
Individuals with Disabilities Education Act (IDEA)
Defines physical education, including aquatics
Americans with Disabilities Act (ADA)
Antidiscrimination
Accessibility

5. What Types of Disabilities?
Intellectual Disabilities
Autism Spectrum Disorder
Emotional/Behavioral Disabilities
Learning Disabilities
Attention Deficit Hyperactivity Disorder (ADHD)
Traumatic Brain Injury
Stroke
Spinal Cord Injury
Spina Bifida
Cerebral Palsy
Amputations
Muscular Dystrophy
Visual Impairments

6. Staff Training
The Adapted Aquatics Specialty Committee of the American Association for Physical Activity and Recreation (AAPAR) Council for Aquatic Professionals sponsors credentialing courses to designed to improve the knowledge and skills of aquatic instructors in the deliver of service to individuals with disabilities. These courses are designed for individuals who want to be better prepared to teach swimming and aquatic safety to individuals with disabilities.

7. Adapted Aquatics Credentialing
Adapted Aquatics Assistant
Adapted Aquatics Adjunct
Adapted Aquatics Instructor
Master Teacher of Adapted Aquatics
Adapted Aquatics Faculty

8. Adapted Aquatics Assistant (AAA)
Prepares individuals to work in adapted aquatics under the supervision of an Adapted Aquatics Instructor.
Prerequisites:
Minimum of 14 years of age
Pass a swim test at the Intermediate Level 3
Strength sufficient to assist individuals with disabilities

9. Adapted Aquatics Adjunct (AAAdj)
Prepares professionals working with individuals with disabilities to work in adapted aquatics under the supervision of an Adapted Aquatics Instructor. It includes the same course materials, exam, and practicum experiences as the Adapted Aquatics Instructor course.
Prerequisites:
Minimum of 18 years of age
Current CPR certification (including infant, child, adult)
Current First-Aid certification
Degree in special education, adapted physical education, therapeutic recreation, or occupational therapy
Pass a swim test at the Intermediate Level 3
Strength sufficient to assist individuals with disabilities

10. Adapted Aquatics Instructor (AAI)
Provides currently certified aquatic instructors with the skills, knowledge, and attitudes to safely and effectively implement quality adapted aquatics programs to individuals with disabilities in a variety of settings.
Pre-requisites:
Minimum of 18 years of age
Current CPR certification (including infant, child, adult)
Current First-Aid certification
Current instructor certification in instructional swimming from a national agency (ex. ARC WSI, YMCA Instructor)
Strength sufficient to assist individuals with disabilities
Current AED certification

11. Master Teacher of Adapted Aquatics (MTAA)
Prepares current Adapted Aquatics Instructors to teach the Adapted Aquatics Instructor course. This credential requires acceptance/review of the instructor’s resume/teaching experience and acceptance into and successful completion of the Master Teacher of Adapted Aquatics workshop. This course is offered on a limited basis, usually in conjunction with an AAHPERD district or national convention; however, in special circumstances, a Master Teacher of Adapted Aquatics workshop may be offered outside of an AAHPERD convention. Soon to be available online.

12. Materials for Adapted Aquatics Courses
Lepore, M., Gayle, G.W., & Stevens, S. (2007). Adapted Aquatics Programming: A Professional Guide. Champaign, IL: Human Kinetics Publishers.
Video: Introduction to Adapted Aquatics by Monica Lepore, Ed.D, CAPE

13. OTHER AVENUES & RESOURCES FOR FURTHER PROFESSIONAL DEVELOPMENT
College courses in adapted physical education and therapeutic recreation
Physical and occupational therapy associations aquatic sections
Visit other professionals and their programs
AAPAR and also NTRS aquatic councils

14. Components Of An Effective Adapted Aquatics Program
Assessment
Written Goals And Objectives
Plan To Meet Goals And Objectives
Program Evaluation
Risk Management

15. KNOWLEDGE OF PLACEMENT OPTIONS
Determine where the goals will be carried out.
Is there a matching class?
Is there enough support for the person to be able to meet their goals in that class?

16. Assessment Provides a snap-shot of present level of performance.
Used to make a placement decision.
Sample aquatic assessments.

17. WHAT SETTING IS THE LEAST RESTRICTIVE ENVIRONMENT (LRE)?

18. THE SETTING/CLASS WHERE THEY ARE SAFE AND SUCCESSFUL
That is as close to general aquatics class as possible: start in general class, move to own group when needed

19. INCLUSION We need to look at the class they will be included into,
Ask parents for hints,
Use your professional judgment,
Ascertain what safety issues you see,
Select appropriate equipment to use,
Hire an assistant, & try the person out in the class

20. INCLUSION STRATEGIES: ENVIRONMENTAL CONCERNS
Is your facility accessible?
Are facilities safe? Does it facilitate instruction?
Is the water or air too cold?
Is there too much going on in the pool/noise?
Is there enough room for teachers, assistants, participants and equipment?

21. INCLUSION STRATEGIES: PROGRAMMING CONCERNS
Is the student’s placement based on assessment results?
Is the student meeting individual goals or goals of the class?
Are the activities developmental and age appropriate?
Does the person have pre-requisite skills to be successful?

22. Developmental appropriateness in aquatics… Versus
INCLUSION STRATEGIES: ARE THE TASKS DEVELOPMENTALLY APPROPRIATE AND AGE APPROPRIATE?
Developmental appropriateness in aquatics…
Versus
Age appropriateness in aquatics…

23. Questions to ask before selecting and using equipment…
What are you trying to accomplish?
Will equipment facilitate the movement or position you desire? If yes…

24. When and why use equipment?
Will the participant get too dependant on the equipment?
Is the equipment designed for your use or are you ‘adapting’? If so, is it safe? Will it tip or cause injury? Will it cause problems with ‘recovery’?

25. INCLUSION STRATEGIES: EQUIPMENT

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

27. INCLUSION STRATEGIES: ALTER THE SIZE OF THE GROUP
LOOK AT TEACHER STUDENT RATIOS

28. What to Teach? Several model programs: American Red Cross YMCA
Special Olympics
What modifications might
be necessary?

29. Marketing Who will you market to in your community?
What groups and organizations might be interested in an adapted aquatics program?
How will you market your adapted aquatics program?

30. Challenges Staff Training Marketing Multiuse Facilities
Placement Options
Medical history/contraindicated activities

31. Questions? Comments? Discussion?

32. Contact Information
David G. Lorenzi, Ed.D, CAPE Associate Professor Director of the Special Needs Activity Program Coordinator of the Undergraduate Teacher Education Program Department of Health and Physical Education Indiana University of Pennsylvania 1190 Maple Street; 239 Zink Hall Indiana, PA (724) office (724) fax