Developing and Implementing a Community-Based Adapted

Aquatics Program2013 AAHPERD Convention

Charlotte, NCDavid G. Lorenzi, Ed.D, CAPE

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)

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

Legal Basis for Adapted Aquatics

• Individuals with Disabilities Education Act (IDEA)– Defines physical education, including aquatics

• Americans with Disabilities Act (ADA)– Antidiscrimination– Accessibility

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

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.

Adapted Aquatics Credentialing• Adapted Aquatics Assistant• Adapted Aquatics Adjunct• Adapted Aquatics Instructor• Master Teacher of Adapted Aquatics• Adapted Aquatics Faculty

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

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

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

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.

Materials for Adapted Aquatics CoursesLepore, 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

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

Components Of An Effective Adapted Aquatics Program

• Assessment• Written Goals And Objectives• Plan To Meet Goals And Objectives• Program Evaluation • Risk Management

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?

Assessment

• Provides a snap-shot of present level of performance.

• Used to make a placement decision.• Sample aquatic assessments.

WHAT SETTING IS THE LEAST RESTRICTIVE ENVIRONMENT (LRE)?

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

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

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?

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?

INCLUSION STRATEGIES: ARE THE TASKS DEVELOPMENTALLY APPROPRIATE AND AGE APPROPRIATE?

Developmental appropriateness in aquatics…

Versus

Age appropriateness in aquatics…

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…

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’?

INCLUSION STRATEGIES: EQUIPMENT

• Fun, bright color, tactile equipment works wonders!

Teaching Strategies/Equipment

INCLUSION STRATEGIES: ALTER THE SIZE OF THE GROUP

LOOK AT TEACHER STUDENT RATIOS

What to Teach?

• Several model programs:– American Red Cross– YMCA– Special Olympics

What modifications mightbe necessary?

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?

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

Questions?Comments?Discussion?

Contact InformationDavid G. Lorenzi, Ed.D, CAPEAssociate ProfessorDirector of the Special Needs Activity ProgramCoordinator of the Undergraduate Teacher Education ProgramDepartment of Health and Physical EducationIndiana University of Pennsylvania1190 Maple Street; 239 Zink HallIndiana, PA 15705-1059(724) 357-4415-office(724) 357-3777-faxDavid.Lorenzi@iup.edu