1. SwimAbilities Swimming Opportunities For Every Child Working with Children with Special Needs

2. Tips On Working With Children With Special Needs

3. Areas of need: –Language and comprehension (auditory processing) –Physical needs (motor planning, mobility, equipment) –Behavioural needs (behaviour and safety) –Self-help skills (showering, changing, etc.) –Sensory needs All areas are addressed to some degree within all swimming programs SwimAbilities targets directly –language and comprehension, physical needs, and behavioural needs.

4. Language Modifications What does it mean to have auditory processing difficulties?

5. Language Modification Use simple language –Start and finish with one or two word directions –examples Kick Stand up Blow bubbles Splash water Push boat

6. Language Modifications Use short, simple directions –Give basic directions, demonstrate, then have the children practice –If needed, explain to the children in simple language, or on an individual basis Explain to parents if needed, not the children (have the children swimming while explaining)

7. Comprehension Modifications Use Demonstrations and Physical Manipulation –Further supports for children with auditory processing difficulties Use Visuals –help in making the instructor’s directions understood –help with memory and organizing thinking –able to demonstrate more appropriate behavior and social skills (QuirkRoberts Publishing, 2003) –help in the reduction of tantrums –Increase in appropriate transitions. (Schmit, J., Alper, S., Raschke, D., & Ryndak, D., 2000)

8. Visual Supports All done swimming. Time to go.

9. Visual Schedules 10 Bobs 4 Back Swims 2 Side Glides 10 Front Swims Slide/Deep End

10. Physical Modifications Physical Supports –Teach the science of swimming: Buoyancy principles –Head position for floats significantly affects buoyancy, regardless of where your tummy is, or how hard you are kicking –Need to keep knees, feet and arms under water to back float

11. Physical Modifications –Teach children how to stand up (motor plan) Bend knees to tummy, use arms to move hips down, and stand up Modify as needed for different needs (roll over to front for children with poor balance, swim to the edge for children with difficulties standing)

12. Physical Modifications Equipment Modifications –Allow for goggles (eye sensitivities) Socially appropriate Typical for lane swimming or long term use –Allow for nose plugs after assessing how the children do without Try teaching bubbles from nose before using a nose plug A nose plug is recommended if the child is grabbing at nose, throat, or picking at nose, tongue, or throat, when going under water and blowing their nose is difficult

13. Behavioural Modifications Follow pool rules –What we would expect the children to do in public swim, do in lessons Swim laps to go in deep end Wait for / ask for permission to go in the water Model and enforce safety rules (i.e. walking, bubbles only, no spitting) Establish routines Provide transition time Ask the parents

14. Tips On Working With Children With Special Needs Teach children how to be independent, and the parents how to support that –No PFDs or buoyant objects (except when teaching safety skills such as boating, or some deep end work, and when used for drills) –Minimal assistance for balance Not constantly holding on to the child Child can hold onto edge, sit on edge, hold onto buoyant object, stand if possible, etc.

15. References QuirkRoberts Publishing. (2003). Who Can Benefit from Visual Strategies? Retrieved September 9, 2010 from http://usevisualstrategies.sectorlink.org/VisualStrategiesI nformation/WhoCanBenefitFromVisualStrategies.aspx Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131-137. Retrieved September 9, 2010 from http://usevisualstrategies.com/VisualStrategiesInformatio n/WhatistheResearch.aspx.