N A R H A S P R I N G 2 0 1 0

A Special Interest Newsletter VOLUME 9 • NUMBER 1

P.O. BOX 33150 | DENVER, CO 80233 | (800) 369-RIDE (7433) | FAX: (303) 252-4610 | WWW.NARHA.ORG | E-MAIL: NARHA@NARHA.ORG

DD rr ii ll ll TT ee aa mm ss aa nn dd DD rr ii vv ii nn ggBy Anita Sepko

Looking for a newactivity for yourdriving students?

Why not consider havingthem work together on adriven drill routine? Just asdrill work helps riding stu-dents with sequencing,memory and precision, italso helps your drivingstudents. And as an addedbonus, it is fun!

The first thing to do isselect appropriate music. It is good to find music that has a 1/2 beat (for the 1/2 beatof the trot) but that varies in tempo. The variances in tempoallow for walk, trot, working trot and strong trot all withinthe same song. Find a song that has a short introductionwhere the turnout has to wait to enter the arena. This is agreat place for your students to work on standing quietly,even though they and the horse are anticipating moving for-ward. STAND can be practiced very well here, safely andwith a concrete reward for both the student and the horse.Examples of music I have selected are “Jailhouse Rock” byElvis Presley and “Ghostbusters” by Ray Parker Jr. Wehave also driven to “Rock Around the Clock” by Bill Haleyand the Comets, “She Drives Me Crazy” by The FineYoung Cannibals and “Beer for My Horses” by Toby Keith.Any sassy, fun tune with a good beat will work. Just askyourself, “Can I dance to it?” If the answer is yes, chancesare you can also drive to it.

You can add various figures to drive in your routine.You don’t just have to go around the arena. For example,serpentines, circles, 1/2 S and diagonals can all be incorpo-rated into the drill. You can drive them side by side, oppos-ing and so forth. Basically, most of the things you do under

saddle in a routine, you cando while put to music. Thechoreography is usually themost difficult part. Youwant to make it challengingwithout adding a hugedegree of difficulty. Drivingfigures can be tedious anddifficult, but when you putthose figures to music—and have a partner toboot—it becomes fun.

Be sure to initiate yourhorses to driving closely to

one another to music prior to allowing the students into thevehicle. You should know the routine, and feel comfortabledriving it, before you attempt to do it with your students. Itis also very important that your Able-bodied Whip is extracautious on the join-up sections of the routine as you cer-tainly don’t want to lock wheels.

Drill Teams and Driving ................1

Just Do It!........................................3

Training Your Interactive VaultingEquine Partner ..............................4

A Look at NARHA Standards andGuidelines as an Instructor ............8

In this issue...

Continued on page two

Costumes can be fun in a driven drill, as these “convicts” found out while drilling to “Jailhouse Rock.”

Spring 2010 2 The Instructor Voice

Costumes are as fun in driven drill as they are in riddendrill. Half blankets on the horses can become customized towhatever the music dictates, and of course your students willenjoy dressing the part too. On “Jailhouse Rock,” we alldressed as convicts, and for “Ghostbusters,” we wore officialGhostbuster costumes, and the horses were dressed as ghosts.It was great fun for everyone.

You can pick up lots of pointers and direction on settingup a drill team. Just remember that those tips aren’t limited tojust the saddle horses. Apply them to your driving horses aswell. You will find you have opened up a whole avenue of funfor you, your students and your horses. Trot on!

Anita Sepko is one of a few NARHADriving Level II instructors and isalso the NARHA Certified RidingInstructor at Riding Unlimited, aNARHA Premier Accredited Centerin Ponder, Texas. She is the center’shead instructor. Anita has a variedbackground in both riding and driv-ing. She was a 4-H Horse ActivityLeader for 15 years. Anita hasshown both Icelandic and Friesianhorses at Equine Affaire in

Massachusetts and Ohio, in the Carolina Classic Horse Expoand many other trade shows. She has been on the board ofdirectors of the North Carolina Dressage and CombinedTraining Association.

2010 Vaulting Workshopsand Certifications

Workshop is held the first three days; the certification is held on the last day

August 26-29, Riding to the Top, Windham, ME(207) 892-2813 • info@ridingtothetop.org

Driving Workshops andCertifications

Workshop is held the first three days; the certification is held on the last two days

June 1-5, Horse Power, Inc., Temple, NH(603) 654-6308 • boomcdaniel@ponyfarm.com

To register please contact the host site.Spaces are filled on a first come, first served basis

from complete applications only.

NARHA Certification Committees

CertificationOversight Committee

Marny Mansfield, OT,Chair

Patti Coyle, Co-chairJacqueline TileyJoelle Devlin

Gisela Heimsath-Rhodes

Lee MorganMemree StuartAnn Alden

Riding CertificationSubcommittee

Joelle Devlin, ChairMarsha Anderson,

Co-chairGail PaceSue AdamsMarci BenderLorna Young

Jenny Nell, Advisor

Driving CertificationSubcommittee

Kristen McGraw, ChairLee MorganAnita Sepko

Jennifer LindskoogSusan GrantCorie Brooks

Tina Bennett, Advisor

Vaulting CertificationSubcommittee

Liz Harris, ChairElizabeth CapalboTerrie KnauerDale PerkinsAlison Plaza

Darleen LafontaineGisela Heimsath-

RhodesDJ Jesser

Equine Specialist

CertificationSubcommittee

Memree Stuart, ChairDebbie AndersonSusan BrooksAmanda HoganJoseph Callan

Pebbles Turbeville

NARHA Certification Staff

Tara McChesney, Certification Coordinator tmcchesney@narha.org

Continued from page one

The Instructor Voice Spring 2009 / 3The Instructor Voice 3 Spring 2010

Remember putting your foot inthe stirrup for the first time?Remember going over that first

jump? How about that first horseshow? Each ‘first’ made you a bit nerv-ous, but you took that leap of faithbecause you had the knowledge andthe know-how to try something new.And I bet a great person taught youhow to prepare for all your firsts.

Holding a Registered Level On-siteWorkshop and Certification (OSWC)can be just as rewarding and anothergreat first to consider for you and yourprogram. There are so many rewardswhen hosting an OSWC. Your volun-teers can watch, assist and learn whatis new in the therapeutic horseback rid-ing industry. Instructors-in-training(ITs) have the opportunity to take theworkshop segment right in their localarea while gaining their education andworking on their teaching hours forregistered certification. And those whoare ready can test for their certification.

Or, the brave at heart can take theworkshop and certification all at thesame time. The major advantage islocation, location, location. The moreprograms that offer one or the other orboth components, the less expensive itis for ITs to begin the certificationprocess. Imagine that–more options,less expense.

There are so many options to con-sider when making the decision to hostan OSWC. If you have a small pro-gram and not enough horses for theriding test or not enough riders for theteaching part of the certification, whynot just offer the workshop? There aremore and more ITs who want the edu-cational component first, take all theinformation home to digest and prac-tice and then go for the certificationtesting down the road. More time, lessstress.

If you don’t have an indoor or cov-ered arena, there is probably one closeby that would love the media attentionfor assisting a great cause. If you don’thave program horses that would workfor the riding test, why not get a localpony club or show circuit associationinvolved and ask to use their horses.What an opportunity for them to shineby showing off their great horses. Youmight even get a few new volunteers!Need more riders to hold the teachingsegment of certification? Why not askanother program if their riders wouldconsider a ‘free’ lesson or two duringcertification to help you out. They couldprovide the rider information needed forthe candidates and, voilà, a new partner-ship is formed. And parents love freebieswhen it comes to riding sessions.

What about the cost of travel foryour faculty/evaluators? So many ofthem may travel quite a distance fromyour programs, and 58 cents a milebuilds up. But, have you checked out thecost for flights lately? With the right air-line, it may be cheaper to fly your peo-ple in than to have them drive them-selves. And how about those rewardpoints from the credit card your programuses to pay bills and buy supplies? Usethose reward points for the flights andit’s a snap. Not a penny out of pocket!(What? Not using a credit card yet forreward points?)

Meals can work the same as theindoor usage. Ask local restaurants tosponsor lunches for your candidates andfaculty. Give them signage in your facili-ty or barn for a year. Pizzas, salads andwraps … mmmmm!

You are probably thinking right now,but what about all the paperwork? Itmay look overwhelming at first glance,but once you have taken a deep breath ortwo and have the system in place, it’s asnap. And the staff at NARHA is so

willing to guide you through it all andanswer all your questions. You can evengive other programs who already hostthe OSWC a call and they can talk youthrough it and tell you what works bestfor them. Once the OSWC begins, thelead faculty takes over the paperworkand gets it all back to the NARHAoffice.

The bonus is the best of all. Yourprogram can make hosting a registeredon-site workshop and certification partof its fund-raising efforts. Education forall interested (the workshop can beaudited for continuing education), ameans to begin or complete registeredlevel certification and raising neededdollars for your program: sounds like awin-win-win situation for everyone.

So, visit www.NARHA.org andlook up the Host Packet. Talk to theNARHA staff or call other programs thatalready host the Registered OSWC. Askall the scary questions you have. Letthem talk you through it, give you waysto streamline the paperwork and set youat ease. Then, pull together your groupand go over the process with them. Twoor three people make light the work ofone. Then, take a few big breaths, smileand … JUST DO IT!

Sue Adams is aNARHA Cert-ified AdvancedLevel Instructor,CertificationCommittee,Faculty/LeadEvaluator,AccreditationCommittee,Lead Visitor

and is the Executive Director/Founder/Mentor (1988) of the Atlantic RidingCenter for the Handi-capped in NewJersey. She has a B.S. in Education.

Just Do It!The benefits of holding a Registered Level On-site Workshop and Certification

By Sue Adams

Spring 2010 4 The Instructor Voice

Working with horses is indeeda passion; training them isthe result of methodical and

patient daily routines. Training yourinteractive vaulting equine partner canbe a journey that will enrich your lifeand help your horse better understandwhat is required of him.

Begin by choosing your partnerwisely. Are you mostly serving a popu-lation of younger kids? Are you teach-ing at-risk youth? These questions willbetter help you identify which horse orpony in your herd is best suited foryour interactive vaulting program.

Temperament and conformation areyour next concerns. A kind and patient-tempered equine will guide your stu-dents through the games and exercisesthat enhance every interactive vaultinglesson. Your horses or ponies are bestsuited if they have short and broadbacks, have solid bones (are sturdy)and can comfortably accommodate avaulter as she performs even the basiccompulsories. A horse that naturallycarries himself and places his weightslightly off the forehand will be a plus.When the horse is carrying himself, hiscenter of gravity moves closer to thevaulter, helping the student improvebalance and posture. Through trainingyou will strengthen your horse’shindquarters and teach him how toengage from behind.

It is also important that your horseis sound. A horse that is uneven in hismovement is communicating pain. Asvaulting instructors, we promise to dono harm to our participants, and so wemust also promise to do no harm to ourequine partners.

See Interactive Vaulting Standards—V1

Getting Started

Having the right equipment willsimplify your training experience. Youwill need the following equipment:

See Interactive Vaulting Standards—V4

• A longeing whip (preferably thetelescopic type)

• A longe line 35’ long• Gloves• Snaffle bridle• Side-reins• Vaulting surcingle• Vaulting pad• Vaulting barrel

Before you begin training, you willneed to choose an appropriate site. Theinteractive vaulting area should havegood footing, be clearly defined andfree of any obstructions or props youwill not be using in your training orlessons.

See Interactive Vaulting Standards—V10

Longeing

If you are to enjoy the benefits ofinteractive vaulting, your horse must bean expert on the longe. Longeing iseasy and fun but will require lots ofpractice for both the trainer and thehorse. If you are not an experiencedlongeur, it would be wise to learn andpractice on a trained horse before youattempt to train a horse yourself. If youare an experienced horseman and havelonged trained horses, you will be suc-cessful at training your partner if youfollow the basic principles of longeingand take the time your horse willrequire to learn.

Begin by threading the cavesson ofthe bridle through the rings of the snaf-fle (Illustration No. 2) and proceed tobuckle it but not too tight. This is atechnique that I learned from PeterDyrness, our barn manager at PegasusTherapeutic Riding Center and who in

Training Your InteractiveVaulting Equine Partner

By Alison Plaza

Collection

Impulsion

Straightness

Rhythm

Suppleness

Contact

Illustration No. 2. From ModernRiding by S.R. Kulesza, print 1966 byA.S. Barnes & Co., Inc.

The Pyramid of Training

Continued on page five

The Instructor Voice 5 Spring 2010

turn learned it from his teacher andmentor Severyn R. Kulesza, instructorand commanding officer of the PolishCavalry School.

Next, attach the longe line to thering on the near side of your horse.Lead your horse at the walk whileholding the longe line and whip so hemay get accustomed to the equipment.As you lead on straight lines, 1/2 cir-cles and circles, try to increase the dis-tance between you and your horsewithout losing the contact on the longeline. Remember that you will need toteach your horse to longe on both reinsso you may develop both sides of yourhorse equally.

Continue your training daily untilyour horse is ready to walk on a largecircle. He may at first try to come inoff the circle line toward you. Be quickwith reading your horse’s body lan-

guage and point the whip toward hisshoulder to guide him back out on tothe larger circle.

Once your horse is comfortable atthe walk on a large circle in both direc-tions, you may introduce the trot andlater on the canter. Use your body, yourlonge line and your whip to create a tri-angle and stay in the center of your cir-cle as your horse draws the circlearound you. (See Illustration No. 3.)

It is best to train the vaulting horseto transition from one gait to the nextby using the whip. In order to ask yourhorse to move forward, use the whip ina forward swinging motion at hishindquarters. If you are asking yourhorse to transition downwards, you canbring the whip under the longe line andin front of the horse to signal him toslow down. Use the longe line as if itwere an outside rein (when riding), andteach your horse also to respond to 1/2halts. Half halts are helpful to signal

your horse to change gaits in downwardtransitions and are especially helpful tosignal your horse to prepare for thecanter. A smooth trot to canter transi-tion will be the joy of your vaulters.

Increasing and decreasing the sizeof your circle when schooling on thelonge will improve both your horse’slongitudinal and lateral suppleness. Askyour horse, through the use of 1/2 halts,to spiral in, slowly decreasing the sizeof the circle from the larger 60’ diame-ter to a smaller 30’ diameter. Then,point the whip toward his shoulder toguide him to spiral out onto the largercircle again. Remember to alwaysschool all exercises on both reins tostrengthen both sides of your horseequally.

Practice makes perfect, and longeing your horse at all three gaitsoften will strengthen the bond betweenyou and your horse and prepare yourhorse for his new job. Schooling at the

Illustration No. 3. From Modern Riding by S.R. Kulesza, print 1966 by A.S. Barnes & Co., Inc.

Continued from page four

Spring 2010 6 The Instructor Voice

walk can be done daily. Once youbegin with the trot and the canter andintroduce the side-reins, I recommendno more than three times per week andfor a duration of 30 minutes or 15 min-utes in each direction.

See Interactive Vaulting Standards—V3Mandatory

Side-reinsWhen your horse is comfortable

longeing on a large circle, at all threegaits, you may introduce the side-reins. You will not need to thread thecavesson through the rings of the snaf-fle. The side-reins will keep the bitfrom sliding through as you use thelonge line to connect to your horsethrough the use of 1/2 halts. Side-reinsmust be placed so that the horse iscomfortable and on the vertical orslightly in front. If the side-reins aretoo short, the horse will transfer hisweight to the forehand. If they are toolong, the horse will not be balanced onthe outside rein and will position hishead and neck to the outside of thecircle, placing his body weight on theinside shoulder. Side-reins must be ofequal length so that the horse willtravel on the circle with a good contacton the outside rein and a lighter feelon the inside.

Now that your horse is an experton the longe at all three gaits, it istime to introduce the games!

Bring in Your Test PilotAt this point it is time to bring in

your test pilot and desensitize yourhorse to the movements and sounds hewill experience during an interactivevaulting lesson. Make sure your testpilot is wearing a helmet and clothingthat is comfortable and snug. Vaultingshoes are best, but canvas shoes, aquasocks or gymnastic shoes are alsoacceptable. Your test pilot should bean experienced horse handler, a part of

your staff or volunteer, who under-stands how to approach horses whenintroducing them to new things. Bringinto the arena the cones, hula-hoopsand some of the toys your studentswill be playing with during class.Introduce one element at a time and bepatient if your horse takes a while toget used to the musical instruments orother toys such as balls and rings.

See Interactive Vaulting Standards—V6

Begin your longeing session asusual. First warm up on both reins atall three gaits. Then put on the side-reins and begin to work on transitions.While you are longeing your horse,your test pilot should begin to walkaround the outside of your circleclockwise and counter clockwise.Then she should begin to play onemusical instrument at a time, throwthe rings in the cones, play ball andfinally begin running, skipping and

jumping in place and around the circleuntil your horse is used to the move-ments and sounds and continues work-ing on the longe in good rhythm andfollowing your commands.

Teach the compulsories to your testpilot on the barrel. Once your testpilot is proficient, begin training yourhorse to accept the compulsories whileat walk, then trot and, finally, depend-ing on your horse and test pilot’s abili-ty, at the canter.

See Interactive Vaulting Standards—V7 & V8 Mandatory

Bring in Staff andVolunteers

Now it is time to enact a true inter-active vaulting lesson with the help ofstaff and volunteers. Choose two peo-ple for the first class, then increase tofour, six and finally to eight. Makesure your interactive vaulting crew isdressed appropriately. Your horse will

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The Instructor Voice 7 Spring 2010

need to get used to vaulters playing thegames on and around him. Only whenyou feel that your horse is readyshould you begin with a small groupof special needs interactive vaultingstudents.

Remember to continue trainingyour horse regularly so that he mayincrease his strength and enjoyment ofhis new job!

See Interactive Vaulting Standards—V2Mandatory, V5, V6 & V8 Mandatory

Alison Plaza was born in Caracas,Venezuela. In 1990, she moved toOttawa, Canada, and became aCanadian citizen. In 2001, Alisonmoved to Boca Raton, FL, where shejoined Horses and the Handicapped ofSouth Florida as a volunteer. In 2002,Alison earned her NARHA RegisteredLevel Certification and in 2007 herNARHA Advanced Level Certification.In 2008, Alison became a NARHAInteractive Vaulting Instructor andjoined the NARHA VaultingCommittee. Alison holds a B.H.S.I.I.Certification, is currently ProgramDirector of Pegasus TherapeuticRiding in Brewster, NY, and is pursu-ing her NARHA Master LevelCertification. Alison is also an appren-tice evaluator for registered level certi-fications and vaulting workshops andcertifications. Alison lives in Darien,CT, and can be reached ataplaza@pegasustr.org with any questions.

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Warmups around the equine

SavetheDate!2010 NARHA

NationalConference & AnnualMeeting

Continued from page six

Spring 2010 8 The Instructor Voice

As certified NARHA instructors—whether we work at aNARHA member center, a

NARHA Premier Accredited Center orteach on our own—we agree to abideby NARHA standards, and we annuallysign a code of ethics that incorporatesthis promise. Principle seven of theNARHA Instructor Code of Ethicsstates: “NARHA Certified Instructorswill promote public safety by abidingby NARHA Standards and Guidelines.”

As an instructor, I personallyreferred to the NARHA Standards forCertification and Accreditation on adaily basis while I was the head instruc-tor at Colorado Therapeutic RidingCenter, Inc. The NARHA standards aresomething that every instructor andinstructor-in-training should be familiarwith. What many of us forget, though,is that the standards manual is made upof more than just the standards. Themanual should be a tool that you canuse for more than just references tostandards that you must abide by.

The first section in the NARHAStandards for Certification andAccreditation is primarily an overviewand history. It can be useful if you arejust starting a facility or need to knowhow to propose a change to a standard.

The second section is an overviewof center accreditation and the processfor accreditation, including why a peerreview for accreditation is valuable.Understanding the accreditation processwill help you as an instructor under-stand why accreditation is important,

and even if you are not currently at anaccredited center, it might be accreditedin the future. At most centers, all staffgenerally are involved in some portionof the accreditation process.

Then we jump into the standardsthemselves. The third section, sectionC, houses all of the Core Standards. Itis important for you as an instructor tounderstand not just the program andfacility standards but also the adminis-trative standards. As instructors wewear many hats, and when reviewingparticipant paperwork you should knowwhat needs to be updated on a regularbasis and help remind your administra-tor when you see something missing orout of date, such as a medical form. Forexample, it is possible for a participantto have changes substantial enough tomake riding contraindicated but nothave told you because he or she lovesto ride so much.

The fourth section, SpecialtyStandards, is for use not only by thoseoffering or piloting a specialty program,hippotherapy, driving, interactive vault-ing and/or equine facilitated psy-chotherapy. If you or your center isconsidering adding a specialty activityyou should be sure to become familiarwith the specialty standards beforedeciding to offer the new activity or topilot the program. I would suggest any-one interested in the specialty areasbecome familiar with the standards,because it will help you decide if youare qualified to become certified in thatspecialty or if you need additional train-

ing if you would like to facilitate one ofthe specialty activities.

The fifth and final section includingstandards is Field Test Standards. Whenthere are standards being field tested, itis to the benefit of all members andcenters to give feedback on the effec-tiveness of the proposed standards,because they may one day become anew core or specialty standard you willhave to abide by. As an instructor, youshould always be aware of any newproposed standards in this section.

The next two sections, Forms andSpecialty Forms, are available to you asresources. There are sample forms, suchas medical releases, horse health formsand liability releases, to name a few.There are also forms you can print orcopy and send to NARHA if your facil-ity needs to update its information inthe NARHA database and on the web-site. As a center employee you may beasked to contact NARHA to make thesechanges. As an instructor, you are gen-erally responsible for the daily use ofmany forms at your center, so youshould be aware of what is available inthis section.

The Glossary section is somethingwe should all know and use daily. Weshould also refer others to this sectionas well. This is the appropriate industryterminology we should be using in allof our marketing and when educatingthe community, not just when we arewriting an article for NARHA. As anindustry, we need to be articulate about

AA LLooookk aatt NNAARRHHAA SSttaannddaarrddss aannddGGuuiiddeelliinneess aass aa NNAARRHHAA IInnssttrruuccttoorr

By Jacqueline Tiley

Continued on page nine

EQUINE FACILITATED MENTAL HEALTH ASSOCIATIONEquine Specialist Workshops

(All dates are subject to change)

Training designed for equine professionals, EAAT riding instructors, those who wish to enhance their abilities to work with professionals and their clients in the fields of mental health and learning.

August 20-22 Strides to Success in Plainfield, IN (317) 838-7002

debbie@stridestosuccess.org

Contact the host site for cost information and registration.

who we are and what we do, based onour scope of practice.

The Guidelines section includesinformation for helmet use, alternativehelmet use, non-use of helmets in inter-active vaulting, what should be part ofyour equine first-aid container, psy-chosocial safety guidelines, backridingguidelines and the ADA Act. Theguidelines section is very useful when aquestion arises such as, “How can wecompete in interactive vaulting whilewearing helmets, since helmets inter-fere with the vaulting maneuvers?”

The final section, Precautions andContraindications, is a section I havebecame personal friends with. I havealways had a current copy of this sec-tion in my top desk drawer. As aninstructor who has done many new par-ticipant evaluations, this is a great toolthat can help you assess the appropri-ateness of a new participant or if thecontinued participation of one of yourriders is contraindicated or not. Forexample, if a doctor shares that a riderhas a rod in her back, should she be

able to ride or not? Or what is SpinaBifida and is it contraindicated or not?Or a participant has been with you formore than 10 years and has just begunhaving seizures; can he continue toride? If you do not already know theanswers to these questions, read the P& C’s. This section gives you informa-tion put together by experts in the field(including therapists and doctors) tohelp you know when a participant’scondition is contraindicated for ridingor therapy or when you just need toproceed with caution. I have personallyused this section as a guide in what toask therapists and/or doctors when Ifeel a medical form doesn’t really tellme what I need to know about a condi-tion in order to decide if the conditionis contraindicated or not.

After you read this, I hope you willreview your current NARHA Standardsfor Certification and Accreditation, asit is much more than just standards. Itis full of information that can help youmake decisions, educate others andbecome more effective in providing thebest services possible as a NARHA cer-tified instructor. Re-member, we signan annual code of ethics that includes

professional competency, integrity, hon-esty, confidentiality, objectivity, soundjudgment, public safety and profession-al compliance.

It is our responsibility as instructorsto be knowledgeable about not only ourindustry standards but the guidelinesand tools that are available to help usdo our job as effectively as possible.

Jacqueline Tileyis currently theExecutiveDirector of theAmericanHippotherapyAssociation. Shehas a B.S. inEquine Sciencesfrom ColoradoState University

and is a NARHA Site Visitor, a NARHACertified Advanced Level RidingInstructor and a OSWC Lead Faculty.She facilitated the first NARHA on-siteworkshop and certification outsideNorth America in South Korea. She hasbeen working and volunteering in thefield of equine assisted activities andtherapies for more than 12 years.

The Instructor Voice 9 Spring 2010

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