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Adapted Aquatics

Adapted Aquatics. Why the Water?. What are some possible benefits of including aquatics for student with disabilities? Focus your responses more for a pull-out setting. Why the Water. Immersion in water improves: Stroke volume, cardiac output, work of breathing, oxygen delivery, blood flow…

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Adapted Aquatics

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  1. Adapted Aquatics

  2. Why the Water? • What are some possible benefits of including aquatics for student with disabilities? • Focus your responses more for a pull-out setting.

  3. Why the Water • Immersion in water improves: • Stroke volume, cardiac output, work of breathing, oxygen delivery, blood flow… • Increase range of motion • Reeducation of paralyzed muscles • Improved muscle strength and endurance • Stimulates the senses (skin balance, visual, auditory) • Can be too much for students with autism • Kids (students) generally love the water • Safety: if possible everyone should be able to stay afloat • Great form of cardiovascular exercise involving the whole body • 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 joint mobility • Contraindicated for MS

  4. Pre-instruction • Plan lessons with goals and objectives related to IEP and based upon assessment data • Considerations • 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? • Lifeguards/safety?

  5. Equipment Available

  6. Equipment Available

  7. Equipment Available PFD’s • Assistive device when used supplementally • Flotation devices sometimes gets in the way of strokes • Sometimes used as ‘babysitters’.

  8. Learn to Swim Special Olympics Levels of Competency Sherrill Model Planning – What to Teach?

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

  10. Stroke development Assess typical strokes Crawl, sidestroke, breast, back Rescue Reaching Extending 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 – YMCA Progressive Swim Levels and What You Might Assess

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

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

  13. Getting into the Water Ramps and stairs (ADA compliant)

  14. Getting into the Water http://www.abledata.com/abledata.cfm?pageid=19327&top=12968&productid=185187&trail=22,12691,12963&discontinued=0

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

  16. Establish a relationship and trust What is the persons “primary” language Check for understanding following explanations Demonstrations Photos, picture exchange Simplify language 1 direction at a time Ask person to repeat if you don’t understand Communication board STRATEGIES TO COMMUNICATE

  17. Teaching Strategies/ Ideas Hand over hand – guide through the movements Visual display of activities or tasks to complete Surfing

  18. Teaching Strategies/ Ideas

  19. Teaching Strategies/ Ideas Flotation with hand over hand (again) Assisted Ambulation

  20. Teaching Strategies/Ideas Vital capacity (lung) Diving lead-up

  21. Sample Activities - see linked file

  22. Resistance Exercises • Moving arm through the water • Add resistance through a webbed glove, holding a lolli-pop paddle, etc

  23. Resources • http://www.twu.edu/inspire/aquatics.htm • http://www.aahperd.org/aapar/ • Adapted Aquatics Programming by Lepore, Gayle & Stevens

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