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MAKING WAVES CANADA

MAKING WAVES CANADA. Instructor Manual. Pilot Program. School Year 2012-2013. Pilot Program: School Year 2012-2013. Table of Contents. About Us.…………………………………………………………………………………………………………… 4 Purpose.………………………………………………………………………………………………………………5

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MAKING WAVES CANADA

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  1. MAKINGWAVESCANADA InstructorManual Pilot Program SchoolYear2012-2013

  2. PilotProgram: School Year 2012-2013 Tableof Contents AboutUs.…………………………………………………………………………………………………………… 4 Purpose.………………………………………………………………………………………………………………5 IntakeProcess…………………………………………………………………………………………………….6 IntakeForm…………………………………………………………………………………………………………9 SkillsList……………………………………………………………………………………………………………11 Notesfromthefirstlesson……………………………………………………………………………………14 StudentStrengths,Goal-SettingandRisk AssessmentForm.……………………………………15 GoalAdjustment and OngoingCommunicationwithFamilies.………………………………….20 Howto WriteaProgressReport.………………………………….……………………………………….21 AwardSystem.………………………………….………………………………….…………………………….24 AwardVisuals.………………………………….………………………………….……………………………..25 AwardandProgressReportTemplate.………………………………….……………………………….26 Informationabout SpecificDisabilities.………………………………….………………………………29 AttentionDeficitHyperactivityDisorder.………………………………….…………………..29 AutismSpectrumDisorder.………………………………….……………………………………..30 CerebralPalsy.………………………………….…………………………………….………………..31 GlobalDevelopmentalDelay.………………………………….………………………………….32 DevelopmentalDisabilityorIntellectualDisability.………………………………….…….33 GeneticSyndromes………………………….………………………….……………………………34 HearingImpairment………………………….………………………….…………………………..35 LearningDisabilities………………………….………………………….……………………………36 Neuromusculardisorders/diseases…………………….………………………….……………37 Psychologicaldisability………………………….………………………….………………………..38 Speech/LanguageImpairment………………………….………………………….……………39 SpinaBifida………………………….………………………….………………………….……………40 VisualImpairment………………………….………………………….………………………………41 ApproachingChallenging Behavior.………………………………….……………………………………42 SupportingStudentswithCommunicationChallenges.………………………………….…………47 2

  3. PilotProgram: School Year 2012-2013 InstructorResources.………………………………….………………………………….……………………49 FirstAid.………………………………….………………………………….……………………………49 HowtoStructureTimeinLessons.………………………………….…………………………..51 HometoPoolConnections.………………………………….………………………………….….53 Gamestopracticegettingwet.………………………………….……………………………….54 Simplegamestoplaythroughoutthelesson.………………………………….……………55 Visualstousewithstudents.………………………………….…………………………………..56 Award&ProgressReportExample.………………………………….………………………...61 AbouttheAuthors.………………………………….………………………………….……………………….62 References ………………………………….………………………………….……………………….………..63 3

  4. Pilot Program:SchoolYear 2012-2013 AboutUs MakingWaves’visionistocreatecommunitieswherefamiliesofchildrenwith developmental disabilitieshavebarrier-freeaccesstohigh quality watersafetyand swimminginstruction. MakingWaves'missionistoimprovethelivesofchildrenwith developmental disabilitiesthrough barrier-freewatersafety,and swimminginstructiontaught by certifiedvolunteeruniversity students. CoreValues ●Adaptability&Engagement ●Commitmenttoexcellence ●Community ●Earlyintervention ●SocialLeadership ●Understanding &Plurality Objectives 1)Toseta standardforwatersafetythroughacurriculumdesignedspecifically for childrenwithdisabilities,between theagesof2and12. 2)Toreduce thecurrentbarrierstoswimmingandwatersafety instruction for children withdisabilitiesinourcommunities. 3) Toconnectpassionateswimminginstructorsandchildrenwithdisabilities. 4

  5. PilotProgram: SchoolYear2012-2013 Purpose Thepurposeofthis“InstructorManual”istoincreasebothinstructors’andstudents’ accesstowatersafetyandswimminginstruction.Itprovidesinstructorswithrelevant resourcestosupportteachingandlearning.Inordertoembracetheuniquequalitiesof eachstudent,thismanualencouragesinstructorstobeflexibleandcreativeintheir teachingapproach. AnotheraimofthismanualistoestablishconsistencybetweenMakingWaves chaptersacrossCanada.Instructorswillshareacommonlanguageforteachingwater safetyandswimmingtochildrenwithdisabilities.Thislaysthegroundworktosetup themostproductiveinstructionalenvironmentsacrosschapters. Thismanualisaworkinprogressandreliesonthecollaborationofinstructorsto reviseitregularlyinordertokeeptheinformationaccurateandrelevant. 5

  6. PilotProgram: School Year 2012-2013 Intake Process NOTE:thenumbersandlettersbelowcorrespondtothenumbersandlettersonthe intakeform. 1.Meet&Greet Beginbyintroducingyourselffirsttothechild,thentothefamily.Besuretomakenote oftheparent/guardiansnamessothatyoucanaddressthemthroughoutthetermina professionalmanner.Provideaquickblurbaboutyourselfsothattheycangettoknow youasaperson.Forexample,whatyouarestudyinginschool,yourexperience teachingswimmingand/orworkingwithkids,etc.Seeingasyouwillbeworkingwith thefamilyforthenextsixtoeightweeks,itisimperativetoestablishbothaworking relationshipaswellasapersonalrelationshipinordertogaintrustfromboththechild andthefamily. Beforeyoumoveontotheconsultationsectionontheintakeform,readthephilosophy sectionaloud.Allinformationmustbecovered,andinorderforittobecompletely understoodbytheparents,pleasereaditwordforword. 2.Consultation A)Onceyou’veintroducedyourselfandgonethroughyourbackground,youcanbegin theinitialconsultation.Thisismeanttogainanyandallinformationaboutthechild’s experienceinandaroundwater,whatthefamilyhopestoachievefromtheterm,and anybehaviouralconcernsandwhattodoiftheyarise.Thequestions,inthecorrect orderofhowtoaskthem,arelistedontheintakeform.Whendeterminingwhoto directthequestionstowards,useyourjudgmentbasedonthespecificneedsofthe child.However,besuretoacknowledgeboththechildandthefamily,andattemptto directallquestionsfirsttothechild,followingupwithmoreinformationwiththefamily. Forexample,askthechildifthey’veeverbeenswimmingbefore,subsequently inquiringfromthefamilyabouthowmuchtimethechildspendsinandaroundwater. B)Thesectiononsupplementaryquestions,listedontheintakeform,willprovideyou withanyadditionalinformationthatcanpossiblyaffectthesuccessofyourlessonseach week.Thisinformationiscrucialforthesafetyofyou,yourchild,andtherestofthe poolpatrons.Thereforeitisextremelyimportanttogetanswersforthesequestions.If thereisanyotherinformationthatthefamilygivesyou,pleasetakenoteofitinthis section. C)Inquireaboutthefamily'sgoalsfortheoutcomeoftheswimmingterm.Youwilluse thisasaguidetocreatingyourfocusareastoworkon,aswellasthespecificgoalsyou willbeattemptingtoachieveforthechild’sprogressreport.Thequestionstobeasked areontheintakeform,howeverfeelfreetoaskanyotherquestionsyoubelievemay berelevant.Besuretodirectthequestionstoboththechildandthefamily,andinquire whatthechildwantstolearn,aswellaswhatthefamilyishopingtheywillachieve. 6

  7. PilotProgram:SchoolYear2012-2013 D)ThisisMakingWavespolicytobereadtothefamily.Allinformationmustbe covered,andinorderforittobecompletelyunderstoodbythefamily,pleasereadit wordforword. Inwaterassessment Youhavenowcompletedtheintakeform,andarereadytoenterthewater.Thisform willbecomeaninvaluableresourceforyouwhensettinggoals,aswellasinformationto beusedbyanysubstituteinstructors. Atthispoint,youareresponsibleforlearningthefollowinginformationprovidedbelow. Theintakeformiscomplete,andthereisnofurtherinformationprovidedontheintake formtoguideyouinleadingyourfirstlesson.Therefore,it’svitalthatyouremember thislastpartoftheinwaterassessmenttosuccessfullyteachyourfirstlesson. Thefirstpartofthelessonisacontinuedevaluationofthechild’scapabilities.Asoneof thecorevaluesofMakingWavesiswatersafety,pleaseensurethatyouabidebythis assoonasyouandyourchildleavethechild’sfamily.Onceyouandyourchildhave safelyenteredthewater,gothroughthefollowingstepsintheordergiven.Itis importanttoaskyourchild,andnottoforceanythingonachildwhoishesitant,until youbegintogaintheirtrust. 1.Enteringthewater 2.Blowingbubbles 3.Puttingtheirfaceinthewater 4.Assistedfrontfloat,backfloat,frontswim,backswim 5.Jumpinginthewater-assistedandunassisted 6.Unassistedfrontfloat,backfloat,frontswim,backswim 7.Roll-overfloat 8.Frontcrawlbasics(armswithaflutterboard,withkicking,unassisted,etc) 9.Treadingwater Thisinwaterassessmentmaytakeupto10minutes.Onceyouhaveagraspontheir strengthsandweaknesses,youcancontinueworkingwithyourchildinthewater.As youhavejustmetyourchildandwereunabletoplanoutyourlesson,theremaybe roomforgames,startingtogainoneanother’strust,ordevelopingtheirskills.For gamesandotherideas,pleaserefertotheinstructorresourcesection. Athome-followupfromfirstday Uponarrivingathomeafterthefirstday,completetheonlineportionoftheintake assessment.Here,youwilltakenoteofyourchild’sstrengths,whilealsoratingthelevel ofriskyourchildisatintermsofsafety.Thethreecategoriestorateyourchildare high,mediumandlowrisk.Descriptionsofeachratingwillbeprovidedforyouasyou fillouttheonlineportion.Thesemayoverlap,sorememberthatthisisonlyan estimate. 7

  8. PilotProgram: SchoolYear2012-2013 Finally,thelastpartoftheIntakeAssessmentisstatementofthegoalsyouwillbe focusingonwiththechild,basedonwhatyoucurrentlybelieveisachievableinaterm. Thiswillbeacombinationofthefamily’sgoalsfortheirchild,aswellasthenextsteps youforeseebasedontheresultsofthein-waterassessment.Therearenomandatory skillsthatyouarerequiredtoworkon,soyoucanchoosetheskillsforthechildasyou seefit.Thelistofthepossibleskillsisincludedintheskillssection. 8

  9. PilotProgram:SchoolYear2012-2013 IntakeForm Date___________ Student___________________________________ Parent(s)/Guardian(s)____________________________ Instructor_____________________________________ 1.Philosophy(Tobereadbytheinstructortothechildandthechild’sfamily) “ThephilosophyofMakingWavesistoprovidebarrier-freewatersafetyandswimming instructiontochildrenwithspecialneeds.MakingWavesCanadaplacesanemphasison watersafetyskillsastheystandbythebeliefthattheseskillscansaveachild'slife. Therefore,Iamrequiredtoteachyourchildwatersafetyskillseverylesson,andthey willcontinuetobepartofthegoalseachinstructorcreatesfortheirchild.” 2.Consultation A)IsthisyourfirsttimewithMakingWaves?(Circleone) YES–Doyouhaveanypriorswimmingexperience?Doesyourchildgoswimmingat school,withyou,etc?____________________________________________________ (Ifthechildisbrandnewtoswimming,skipquestion2andmoveontosupplementary questions) NO-Howlonghaveyoubeenwithmakingwaves?_______________(Numberofterms) B)Whatwatersafetyskillsisyourchildcomfortablewith?Canyourchild: •Understandbasicpoolrules?YES/NO •Enterandexitthewaterunassisted?YES/NO •Immersetheirfaceinthewater?YES/NO •Blowbubbles?YES/NO •Floatorswimontheirbackassisted?YES/NO •Swimunassisted?YES/NO C)SupplementaryQuestions Doesyourchildhaveseizures?Ifso,whatdotheylooklike?________________ Doesyourchildhaveanysevereallergies?_______________________________ Arethereanyothermedicalconcernsweshouldbeawareof?_______________ Arethereanybehavioralconcernsweshouldbeawareof?Ifso,whatdoyou findeffective?______________________________________________________ Arethereanykeywords/phrases/signalsthatcauseyourchildtofeelagitatedor upset?____________________________________________________________ Arethereanykeywords/phrases/signalsthatyoufindeffectivewhenworking withyourchild?(Eg.first,then…)_____________________________________ Ifthechildisnonverbal-howdoesyourchildprefertocommunicate?Dothey usesignlanguage,apicturesymbolsystem,oracommunicationdevice? _________________________________________________________________ Isyourchildwearingaswimnappy?____________________________________ Anyadditionalinformation____________________________________________ 9 • • • • • • • • •

  10. PilotProgram: SchoolYear2012-2013 D)Goalbasedquestionstoaskparent/child Whatwouldyouliketoseeyourchildachievethroughoutthisterm?(ie.water safety,unassistedswimming,strokedevelopment,etc)_____________________ • _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3)Policy(Tobereadbytheinstructortothechildandthechild’sfamily) “Iwantyourchildtolearnandgrowinthisprogramasmuchaspossible,butifatany timeduringthetermyouwouldlikemetopushthemlessormore,pleasefeelfreeto letmeknow.Iseeusasworkingasateam.” “MakingWavesoperatesonanawardbasedsystem.Ratherthanplacingchildrenin levels,wewillbecreatingindividualizedgoalsaroundtheirspecificneedsand objectives,andcanadaptthemthroughouttheterm,ifnecessary.Aslongasyou attend75%ofthelessons,_____(insertchild’snamehere)willbereceivinghis/her awardattheendoftheterm,regardlessofthechangesthatmightoccur.” “Ialsojustwantedtoremindyouthatthisisastudentrunorganizationonavolunteer basis,andIwillbecomingeachweekendspecificallyfor_______(insertchild’sname). Withthatbeingsaid,itwouldbegreatlyappreciatedifyoucouldletoneofthe executivemembersknowinadvanceifyouwillbeunabletoattendalesson.Inthe casewhereastudentdoesn’tshowupwithoutpriorwarning,therewillbeachargeof $10.Aswell,ifyouarerunninglate,pleasebeadvisedthatwewillonlykeepour instructorswaitingforyouforamaximumoffifteenminutes,soafterthattheywillbe senthomeifyouhaven’tshownup.” 10

  11. PilotProgram: SchoolYear2012-2013 SkillsList This section includes a variety of water safety andswimming skills, and progressionstoachievethem in anadaptedmanner.Youcanusethesetocreate/adjustgoalsforyourchildandwhenwritingyour child’sprogressreport. Although these skills are in alist, they are bynomeanslinear.AsMakingWaves does notfollow levels, theprogressreportcaninclude any combinationof skills, regardlessof whether ornottheyweregoals youandthefamilysetatthebeginningoftheterm. This section ismerelyaresourceforyoutoreferto whencreatinggoals,lookingfornewskillstoteachyourchild,andwhenwritingtheprogressreport. Therefore,weencourageyoutomixandmatchskillsfromdifferentpartsoftheskilllist. Youmayfindthatsomepartsofthislistcontainbothskillprogressionsaswellasteachingtips. Progressionsallowfortheskilltobebrokendownintochronologicalstepstobetterleadtoyour swimmer’sindependenceinthewater. Safe Habits Around the Water SiteSurvey •identifyingwherethelifeguardofficeis located •identifyingthelifeguard(s)andwhattheydo •checkingtomakesurelifeguardsarepresent beforeenteringthewater •identifyingthevariousramps,laddersand stairsaroundthepool •beingawareofdangerzones:deepwater, divingboards,startingblocks,bulkhead, lifeguardchairs,wetfloor,swimtoys,glass •understandingthedangerofswimmingin freezingcoldwatere.g.notswimmingina lakeintheCanadianwinter •understandingthedangerofswimmingin poolwaterthatistoocold •childcanidentifywhenhe/shebecomestoo coldtocontinueswimminginthepool •calmdownzone:thechildcanidentifya specificlocation(outofthewater)wherehe/ shecantakeabreakwhenhe/shefeels overwhelmed. DeckSafety •walking(notrunning)aroundthepool •keepingdistancefromtheedgeofthepool •sittingorstandinginadesignatedspotto meetinstructoratthebeginningofeach lesson •askingforinstructor’spermissionbefore enteringthewater •understandingthateatingondeckisnot permitted LifeJackets •childcanputonlifejacketwith/without assistance •understandingofwhen,whereandwhywe wearlifejackets •childcantakeofflifejacketwhenappropriate. Safe Habits in the Water GeneralSafetyGuidelines •understandingofnodrinkingthepoolwater andnoeatinginthepoolarea •stayingwithincloseproximitytoinstructor •understandingtheideaofswimmingwitha buddy Emergencies •understandinganddemonstratinghowto reachforthewallforsafetyinanemergency situation. •onceatthewall,understandsand demonstrateshowtostopandcallforhelp (verballyorusingagesture). •ifawayfromexit,usewalltosupportbody whilemovingtowardladderorstairs. •practiceswimmingwithclotheson(parental permissionrequired). Holds •ifchildfeelsitisnecessarytoholdontothe instructor,thechildwillholdontoinstructor’s forearmsandhands,insteadofinstructor’s neck. 11

  12. PilotProgram:SchoolYear2012-2013 •respectofpersonalspaceandboundaries,eg. nograbbingontoinstructor’sbathingsuits. “Youcantouchmehere,butnothere.” TreadingWater •bicyclemethod:childpretendshe/sheis ridingabicyclewithhis/herlegs,moving themupanddown.Withhis/herarms,child pretendshe/sheisspreadingpeanutbutter andjellyonbread. •eggbeatermethodprogression: (1)childsitsonthesideofthepoolwhile instructormanipulateschild’slegs (2)childpracticesjustthearmsinshallow areaofpoolwherehe/shecanstand (3)childpracticesjustthelegsindeepwater whileholdingontoanoodleforsupport (4)childincorporatesbotharmsandlegsin shallowwaterfirstwherechildcanstand,and graduallymovesintodeeperwater SelfHelp&CommunicationSkills •childapproachesandgreetsMakingWaves instructor •childcommunicatestoinstructorhis/herneed fortoilet,drinkofwaterand/orabreak •understandingclosureoflessons:childsays goodbyetoinstructorandtransitionsback intothecareofparent/guardian Safe Entries into the Water •transitionssafelyintothewaterfromuseof wheelchairorcrutches •stairs •ladder •slidein •jumpintoinstructor’sarms.(Togetthechild morecomfortablejumpingintothewater, considerusingalifejacket.) •jumpintoshallowwateralone •stridejump •Tipforteachingchildrenhowtojumpintothe watersafely:Instructthechildtowalktothe edgeofthepool,stophis/herbody,survey thewatertoensureitissafetojump,and verballyask/usesignlanguagetoobtain permissionfrominstructortojump. SafeExitsoutoftheWater •transitionssafelyfromthewatertouseof wheelchairorcrutches •usesownstrengthtoliftbodyoutofwater •asksforhelpifchildcannotphysicallylift himselfoutofthewater •stairs •ladder •understandsanddemonstratesonechildata timeonladderorstairs •childmeetsfamilybackatdesignatedmeeting spot(aftereverylesson) EarlySwimSkills GettingFaceWet •blowingbubblesatthewaterlevelandunder thewater •openingeyesunderthewater •gettingfacewetprogression (1)“putyourcheekinthewater” (2)“putthetipofyournoseinthewater” (3)“showmeyourbubbles” (4)“putyourforeheadinthewater/putyour eyesinthewater/putyourwholefaceinthe water” SubmersionofEntireBodyintheWater •bob-abobiswherethechildstandsup straightandwithoutbendingtheirneck,they immersetheirentirebodyinthewaterby bendingtheirkneesandpushingtheirbody underneaththewater.Thisistobedone wherethechildcanstand •Practicerhythmicbreathingbyaskingthe childtodomultiplebobsinarow,comingup forquickbreathsofinhalationonly •Jumpingintodeepwater(option:with instructorsupportedbyflotationdevice) •underwaterswim •swimtobottomofpool Floating •frontfloat •backfloat •rolloverfloat •usenoodlebyplacingitunderstomach,under thefeet,orunderthearms •usealifejackettofloat •floatingprogression (1)practicepositionbylyingonpooldeck, 12

  13. PilotProgram: SchoolYear 2012-2013 BackSwim •Backswim:themostbasictypeofswimming onyourbackbeforebackcrawl.Childswims onhisback,keepshishairandearsinthe water,witharmsbythesideandkickslegsup anddown •Backswimprogression: (1)swimmingonbackwithfeetatthesurface (makingsplashes)withsupportfromthe instructor (2)swimmingonbackwithfeetatthesurface (makingsplashes)withsupportfroma flotationdevice(blocksoraflutterboard) (3)swimmingonbackwithfeetatthesurface (makingsplashes)withoutanysupport Stroke Development Studentswhohaveachievedeverythingupto thispointmaycontinuetoprogressinstroke development,suchaslearningbasicfrontcrawl andbackcrawl.MakingWavesisanearly interventionprogramforchildrenwith disabilities,withthemaingoalbeingtoteach childrenhowtosupportthemselvesinthewater toavoiddrowning.Therefore,youwillnotbe trainedonhowtoteachthemoreadvanced strokesoffrontcrawl,backcrawl,elementary backstroke,breaststroke,orbutterflyasthecut offageof12yearsoldimpliesthattherewillbe fewstudentsatthisadvancedlevel.However,if youhaveachildwhohasmasteredfrontswim andbackswimindependently,andtheyare readytostartlearningthesehigher-level strokes,weencourageyoutoteachthemthese strokesbasedonyourknowledge.Ifyoudon’t feelcomfortableteachinganyofthesestrokes, approachyourchapter'sexecutiveteamfor additionalresources,whichcouldinclude guidancefromaninstructorontheclubwhois certifiedfromalevels-basedswimmingprogram, orinformationonotherprogramsinyour chapterstown/citythatofferaffordable swimminglessonsandteachadvanced swimmingskills. 13 makingabigstarwitharmsandlegsspread out (2)holdchild’sarmpitswithonehandandat thesametimepushtheirheadonyour shoulderwithyourotherhand,explainingthat it’s“likeapillow” (3)holdchild’sarmpitswithbothhandsand tellthemtospreadtheirarmsandlegsout likeabigstarandtopushtheirstomachupto thesky (4)startoutholdingthechild’sarmpitsand slowlymoveyourgraspouttotheirfingertips untiltheyareunassisted BasicKickingonFrontandBack •kickingoffthesideofthepool,eitherby sittingonstairsorsittingonthepooledge; •childholdsontothewallwiththeirfaceinthe water •usingaflutterboardorotherbuoyantobject Gliding •frontglide •backglide FrontSwim •FrontSwim(aka“doggypaddle”):themost basictypeofswimmingonyourfrontbefore frontcrawl.Childswimsonhis/herfrontwith his/herfaceinthewater,kicking,andarms still.Armscanbeplacedinfrontofthechild orbyhis/herside.Tobreathe,childdoes doggypaddletolifthis/herheadoutofthe waterandtakeabreath. •Frontswimprogression: (1)kickswhileholdingontoinstructor’sarms forsupport (2)kickswhileblowingbubbles,withfacein thewater(stillsupportedbyinstructor) (3)kickswhileblowingbubbles,withfacein thewater,withsupportfrominstructoronly totakeabreath (4)kickswhileblowingbubbles,liftingfaceup totakeabreathe,withnosupportfrom instructor

  14. Pilot Program: School Year 2012-2013 Notesfrom the firstlesson Followingthisinitiallesson,youwillenteryourstudent’sstrengthsandgoalsusingthe “StudentStrengths,Goal-SettingandRiskAssessment.”Toprepareforthis,youmay findithelpfultowritedownsomenotesinresponsetothequestionsthatfollow.Please notethatthisformisoptional;itisprovidedasatooltohelpinstructorstransfer observationsofthefirstlessonontotheonlineform. Whatcanyourstudentdoinandaroundthepool? Whatdoyouwanttofocusoninyourworkwiththisstudent? ● ● _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 14

  15. PilotProgram:SchoolYear2012-2013 StudentStrengths,Goal-Setting andRiskAssessment Form Afterthefirstlesson,instructorsareresponsibleforfillingoutanonlineformcalled,“Student Strengths,Goal-SettingandRiskAssessment.”Theimagesthatfollowrepresenteachpageof theonlineform,alongwithanexampleofhowtofillouteachpage.Pleasenotethat instructionsforeachsectionareprovidedintheonlineform. PAGE1:Task PAGE1:Example 15

  16. PilotProgram: School Year 2012-2013 PAGE2:Task PAGE2:Example 16

  17. PilotProgram: SchoolYear2012-2013 PAGE3:Task,version1 PAGE3:Example,version1 17

  18. PilotProgram: SchoolYear2012-2013 PAGE3:Task,version2 Page3:Example,version2 18

  19. PilotProgram: School Year 2012-2013 PAGE4:Task PAGE4:Example 19

  20. PilotProgram: SchoolYear2012-2013 Goal AdjustmentandOngoingCommunicationwith Families GoalsforstudentswillberecordedontheonlineformentitledStudentStrengths, Goals,andRiskAssessment.Yourgoalsforyourstudentmaychangeasyourstudent progresses,andasyougettoknowthembetter.Inthissection,wewillexplainhowto adaptgoalstobestmeetyourstudents’individualneedsandhowtodiscussyour students’progresswithfamilies. Generally,therearetwosituationswheregoaladaptationneedstooccur. 1.Youmayhaveoverestimatedthechild’sabilitiesandsetagoalthatisnot achievableinaterm.Thismaybebecausethechildisphysicallyunableto completethegoal,orbecauseyoupersonallysetagoalthatistoohigh. 2.Youmayhaveunderestimatedinyourinitialassessmentandsetagoalthat wastooeasilyachieved. Ifyouoverestimateyourchild’sabilityandsetagoalthatisnotrealistically achievablewithintheterm,youmayneedtobreakthegoalintomultiplesmallergoals thatwilleventuallyleadtotheoriginalgoal.Thisway,thechildcanstillexperience successattheendoftheterm.Ifyouunderestimatedthechild’sabilitybysettinga goalthatwastooeasilyachieved,thenyouneedtocreatenewgoalstochallengethe child. Aspartoftrackingstudents’progress,itwillbeimportantforyoutocheck-in withthefamilyaftereachlesson.Thisisanopportunitytosharewhatyouandyour studentworkedonduringthatlesson,andwhatprogresswasmade.Youmayalsouse thistimetotalkwiththefamilyaboutyourgoalsforyourstudent,including adjustmentsthathavebeenmadetothegoals,andtosuggestwaysthefamilycan helptheirchildachievethegoals.(Seethesection“HometoPoolConnections”inthe InstructorResourcessectionforspecificideas).Thisprocessoftrackingstudents’ progresswillproveusefulwhenyouwriteyourstudent’sProgressReportattheendof thesemester. 20

  21. Pilot Program: SchoolYear2012-2013 HowtoWriteaProgressReport AttheendofeverytermyouwillcreateaProgressReportforyourchild.The ProgressReportisasimilarconcepttoareportcard,howeveritisnotbasedona pass/failgradingsystem.Itwillfocusonwhathasbeenworkedonduringtheterm, whathasbeenaccomplished,andgoalsthatshouldbecontinuedtobeworkedonin futureterms AnexampleofaProgressReportcanbefoundintheInstructorResources sectionofthisdocument.Itcontainsalistofskillsthestudentachieved.Thenarrative iswrittendirectlytothechildcommentingontheirprogressandaccomplishments,as wellasskillstoworkonforthefuture.Ifachildhasnotaccomplishedtheset swimminggoalsduringtheterm,theProgressReportcanalsobeusedtodescribethe child’sbehavioursandexperiencesinthewater.Whetheryouwriteaboutbehaviour, experience,orachievement,theProgressReportshouldreflecttheinitialassessment youcreatedatthebeginningofthesession,aswellasthegoalscreatedthroughoutthe session.Thisistoshowthefamilythatyouhavebeenworkingonthesetgoals,and constantlymovinginapositivedirection. ThenarrativeportionshouldbethemainfocusoftheProgressReport.A commonstructureisthehamburgerformat. Topbun:Introduction-includethechild’snameandsomethingpositivespecifically aboutthechildand/ortheirtermoverall Cheese:Includeskillstheyaccomplishedorimprovedon Patty:Includeskillstheyneedtocontinueworkingonfornextterm,andhowexactly theywouldimprovethoseskills Secondcheese:Includemoreskillstheyaccomplishedorimprovedon Bottombun:Conclusion-includeyourpositiveexperiencewiththemand/orwish themgoodluck/greatsummer/winterbreak. BelowareseveralexamplesofProgressReportscreatedbyMakingWaves instructorsforyoutolookatandgetideasfrom.Rememberthateachprogressreport shouldbeuniquetothechild.Pleasenotethatallprogressreportsareencouragedto behandwritten,asitreflectsamorepersonalconnectiontothechild. Examples: 1.Reema,youhavecomealongwaythisterm.Youcannowblowbubbleswithyour wholefaceinthewaterforfivewholeseconds!Greateffortonyourfrontswim,but continueworkingonkickingandputtingyourfaceinthewateratthesametime. Excellentjobonyourgettingtheringsfromthebottomofthepoolallbyyourself!Ihad somuchfunteachingyouthistermandplayinginthewater,andIhopetoseeyou backnextterm. 21

  22. PilotProgram:SchoolYear 2012-2013 2.Charlotte,youweresplendidtoworkwith!Overthecourseofthistermyouhave becomemorecomfortableinthewaterandpoolenvironment.Youcannowidentifythe dangerzones,lifeguards,anddifferentmethodsofexitingthewater-outstandingjob! Weworkedhardondoingabob,whichiswhenyousubmergeyourentirebodyinthe water.Toimprove,alwaysremembertoblowbubbleswheneveryourfaceisunder water.Amazingworkonyourjumps!Ithasbeenapleasureteachingyou,andIhope youhaveafabuloussummer. 3.Katherine,youwereapleasuretoworkwiththisterm!Youworkedhardonyour frontswim,andasaresultyoucankickandblowbubblesatthesametime.Greatjob! Tocontinueimprovingyourfrontswim,keeppracticingputtingyoureyesinthewater whenblowingbubbles.Excellentworkonyoursafeentriesintothewater!Youputina greateffortthisterm,andIcan’twaittoworkwithyouinthefuture. HereisabanklistofphrasesthatyoucanuseonyourProgressReport.Thesecanbe usedasatoolforcreatingyourProgressReportbuttheyshouldnotbeoverused. RememberthattheProgressReportneedstobepersonalizedtothechild. Throughoutthissession,Hillaryhasincreasedhercomfortlevelinthewater. Charlottewasanabsolutejoytoworkwiththissession! Reemahaslearnedvarioussurvivorskillsthissession.Forexample... Matthewshowedsplendideffortthissession. Katherinewasabletoovercomeherfearoftreadingwaterbymasteringthebike ridingtechnique. SeeingWill’senthusiasminthewaterhasalwaysbeenthehighlightofmy weeks! Theawasalwayssopositive,andcontinuedpushingherselfwithoutgivingup. Nickhasimprovedalotthissessionbutheneedstokeepworkingonputtinghis faceinthewater. CongratulationsBen!Youachievedallofyourinitialgoalsthissession.Some goalsyoucankeepworkingonincludefrontcrawlandbackcrawl. Alexwasneverafraidtotrynewthings. Jessicawasverynervousaroundwateratthebeginningoftheterm,butmade amazingprogress. Caitlinworkedreallyhardondevelopingherskills,andwillonlycontinueto improveinthenextterm! Johncameinwithagreatwatersafetybackground,whichmadeteachinghima newstrokeandstrengthskillsanabsolutedream! Aidanbecamemuchmorecomfortablewithmyselfandthewaterthroughoutthe term,butneedstoremembertotrusthisflotationdevicesandnotalwaysgrab ontohisswimmingbuddy. KeeganandIweren’tabletomakeasmuchprogressaswe’dhopedwhenit cametohisfloatsandglides,butourlessonswerenon-stopgigglefestsandI can’twaituntilnexttermtokeeptrying! 22 ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

  23. PilotProgram: School Year 2012-2013 EventhoughthistermwasAlice’sfirsttimeinthewater,shewasabletoget overherinitialfear.Sheisgreatatrecognizingwatersafetyskills,andisonher waytoanawesomebackfloat! 23 ●

  24. PilotProgram: School Year2012-2013 AwardSystem Unlikemanyswimmingprogramsthatusealevel-basedorpass/failsystem,Making WavesCanadausesanaward system. Thismethodofrecognitionensuresthatwe recognizeourstudents’progress.Givenourstudents’individualstrengthsandneeds,it isunrealistictoestablishalevelsystem basedonpredetermined,standardized requirements. Additionally,ourprogramisfocusedonstrengths-basedgoalsetting witheachfamily,andthereforeeachstudent’s goalsand achievementswilldifferfrom oneanother. Inourawardsystem,eachstudentwillreceiveanawardat theendoftheterm providedtheymeetthe following2criteria: (1)attend75%ofthelessonseachterm (2)maintainapositiveattitude,includingputtingforth strongeffort Ourgoalisforallstudentstoobtainanawardeachterm.Studentswillcomeaway from theswimmingtermfeelingrecognizedfortheirprogressandproudoftheir accomplishments. Theawarddistinctionthechildreceivesisbasedonthe number oftermsthechildhas completed withMakingWaves.The award distinctionsarenamesoffish,organizedby letters ofthealphabetA-Z. Asanexample,ifthiswerethe child’s firsttermwithMaking Waves,s/hewouldachievethe“Angelfish”award;ifthis isthe child’s secondterm,s/he willachievethe“Barracuda”award.Below,youwillfindacompletelistingofthefish andtheimagesthatwillappearonthestudents’awards. Noteon“grandfathering”childrenintotheawardsystem:Forthefirsttermwe implementtheawardsystem,allchildrenwillstartwiththeAngelfishaward.This meansthatchildrenwhohaveparticipatedinprevioustermsatMakingWaveswillnot havetheirpriorexperiencecarriedoverintothe awardsystem. Forpilotyear2012-2013,ExecutiveTeamsmaychoosetoeither: 1)Usetheone-pageaward&progressreporttemplate(p.26)or, 2)Usetheduoofawardandprogressreportpage(p.27-28). 24

  25. PilotProgram:SchoolYear2012-2013 AwardImages Angelfish Enoplosusarmatus Icefish MangoTilapia Barracuda Flounder Jewelfish NeonTetra ClownFish Guppy Killifish Dory Hawkfish Leaffish Fisheswithnames O-Zcomingsoon! 25

  26. PilotProgram:SchoolYear2012-2013 AWARD&PROGRESSREPORT presentstheANGELFISHAWARD to_____________________ _________________ (term) _________________________ (instructorsignature) Dear [StudentName], Thissemester,youlearnedhowto:(Instructors:fillin3-5thingsthekidcando) 1)____________________________ 2)____________________________ 3)___________________________ 4)___________________________ 5)____________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ YourInstructor, [InstructorName] 26

  27. PilotProgram:SchoolYear2012-2013 ____________________ (Instructor) to_______________________________ presentstheANGELFISHAWARD _______________________ (term) 27

  28. PilotProgram: School Year 2012-2013 ProgressReport Term:________ Dear[student’sfullname], CONGRATULATIONSonasuccessfultermofMakingWaveswatersafetyand swimlessons! 1)____________________________ 2)____________________________ 3)____________________________ 4)____________________________ 5)____________________________ Thissemester,youlearnedhowto:(Instructors:fillin3-5thingsthekidcan do) ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Yourinstructor, [Instructor’sfullname] 28

  29. PilotProgram:SchoolYear2012-2013 Information aboutSpecificDisabilities* (*forreferences,seep.63) Thepurposeofthissectionistoprovideyouwithbackgroundinformationabout specificdisabilitiesandsomerelevantterminology.Thedisabilitylabelsincludedinthis sectionreflectthedisabilitiesrepresentedatMakingWaveschaptersacrossCanada. Thisisbynomeansacomprehensivelistofdisabilities. Inthissection,youwillfinddefinitionsofspecificdisabilities,listsofcharacteristics, and,insomecases,generaltipsforworkingwithachildwiththespecificdisability mentioned.Itisimportanttonotethatapersonwithaparticulardisabilitymaynot haveallofthecharacteristicslisted.Usetheinformationprovidedtoinformyour thinkingaboutthechildwithwhomyouwork,andalsobesuretogenerateyourown holisticunderstandingsofyourstudent. AttentionDeficitHyperactivityDisorder(ADHD) Definition:“A neurobehavioraldisorderthat affectsthechild'sabilitytoregulate activitylevel(hyperactivity), inhibitbehavior(impulsivity),and/orconcentrateon tasks (inattention)to a greater degreethan for mostkidshisageor developmentallevel” (TheLearningDisabilityInstitute,Inc., 2007). Characteristics ofADHD ● ● ● ● ● ● ● ● ● ● ● ● difficultystayingfocused easilydistracted forgetful difficultywithorganization doesnotseemto listen whenspoken to difficultyfollowinginstructions fidgets squirms talks incessantly constantmotion impatient struggles withimpulsecontrol Relationshiptolearningdisability:ADHDisnotalearningdisabilitybutmay affect howachildlearnsandprocessesinformation. 29

  30. PilotProgram:SchoolYear 2012-2013 AutismSpectrumDisorder Definition:Adevelopmentaldisorderinvolvingdifficultieswithsocialinteraction, communicationchallenges,stereotypedorrepetitivemovements,and,insomecases, cognitivedelays.Asaspectrumdisorder,Autismdescribesarangeofconditionsthat varyinseverity.SpecificdisordersalongtheAutismSpectrumincludeAutism,Asperger Syndrome,andPervasiveDevelopmentalDisorder-nototherwisespecified(PDD- NOS). CharacteristicsofAutism ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● difficultyunderstandingfeelingsandbehaviorofothers appearwithdrawnoraloof verbalornonverbal significantlanguagedelay delayedecholalia:therepeateduseofvocalizationsand/orlearnedphrases difficultywithinterpretationandinference fixation obsessions stereotypedmovements:handflapping,rocking,spinning sensitivitytonoise,smell,taste,touchorvisualstimuli inconsistentsleepingpatterns selfinjuriousbehaviors aggressivebehaviors hyperactivity phobias seizures CharacteristicsofAspergerSyndrome ● ● ● obsessiveinterestinaspecifictopic,eg.metroandcommuterrailsystem tendstowardrepetitive,predictableroutines struggleswithappropriatesocialinteractions CharacteristicsofPDD-NOS ● ● mildformofAutism difficultywithoneofthefollowing:socialinteractions,communication,or repetitive,stereotypedmovements 30

  31. PilotProgram:SchoolYear2012-2013 CerebralPalsy Definition:Acondition,causedbydamagetothecerebrum(partofbrain),which occursduringpregnancy,duringchildbirth, orsoonafterbirth.It affectsmuscletone, movement,and motorskills.Cerebralpalsycanalsoaffectvision,hearing,and speech, andcanleadtolearningdisabilities.CerebralPalsyisan umbrellaterm becauseitencompassesdifferenttypes,includingspasticcerebralpalsy,athetoid cerebralpalsy,ataxiccerebral palsy,andanycombinationoftheabovetypes. ● spasticcerebralpalsy–mostcommontypeofcerebralpalsycharacterizedby highmuscletone(hypertonia),causingstiffnessandmovementdifficulties.Subtypes ofspasticcerebralpalsyincludespasticdiplegia(affectingmainlythelower extremities),hemiplegia(affectingonesideofthebody)andspasticquadriplegia (affectingallfourlimbs). ● athetoidcerebralpalsy-mixtureofhypertonia(highmuscletone)andhypotonia (lowmuscletone),causinginvoluntaryanduncontrolledmovements ● ataxiccerebralpalsy-muscletone:hypotonic(lowmuscletone;tremors; difficultywithmotorskills,visualand/orauditoryprocessing ● anycombinationoftheabovetypes Characteristics ● ● ● ● ● ● ● ● abnormalmuscletone difficultywithambulationandbalance difficultywithfinemotorskills musclespasms involuntarymovements seizures speechdifficulties eating/swallowingproblems-mayhaveaGtube(eatsthroughatubethatgoes directlytostomach)oronlybeabletoeatcertainfoodtextures ● ● ● sensoryimpairments,suchashearingorvisionimpairments cognitiveimpairments learningdisabilities 31

  32. PilotProgram:SchoolYear2012-2013 GlobalDevelopmentalDelay Definition:Asignificantdelayintwoormoreofthefollowingdevelopmental domains:gross/finemotor,speech/language,cognition,social/personal,and activitiesofdailyliving.Globaldevelopmentaldelayisanon-specificdiagnosisthat oftenbecomesdefinedasadevelopmentaldisabilityafterage6,whenIQtestingis morevalidandreliable.(Seemoreondevelopmentaldisabilitybelow). Characteristics ● ● ● ● ● ● delayedacquisitionofmilestones lowerthanaverageintellectualfunctioning limitedreasoningorconceptualabilities difficultywithfine/grossmotorskills difficultywithsocialinteractions communicationimpairments 32

  33. PilotProgram:School Year2012-2013 DevelopmentalDisabilityorIntellectualDisability Definition:AnIQbelow70alongwithlimitationsinadaptivefunctioningandonset beforetheageof18years.Adiagnosisof“developmentaldisability”takesplaceafter age6,andoftenreplacesaformerdiagnosisof“GlobalDevelopmentalDelay.” Characteristics ● ● ● ● ● ● ● ● ● impairmentofcognitivefunctioning delayinacademicskills,ascomparedtograde-levelpeers challengeswithself-helpskills challengeswithappropriatesocialinteractions speechand/orlanguagedelays delaysingrossand/orfinemotorcoordination shortattentionspan memoryproblems difficultywithunderstandingabstractandfigurativelanguage 33

  34. PilotProgram: School Year2012-2013 GeneticSyndromes Geneticdisabilitiesaredisabilitiescausedbyabnormalitiesingenesand chromosomes.Geneticdisabilitiesareidentifiableatorevenbeforebirth,and consequentlyaffectachild’sabilitytolearnandgrowaccordingtoatypicalcourseof development. Geneticdisabilitiesisabroadclassificationwhichencompassesseveraldifferent disabilities,eachwithuniquecharacteristics.MakingWavesinstructorswilllikely encounterstudentswithgeneticdisabilitieswhoselabelsaremorespecific,for example,DownSyndrome,FragileXSyndrome,ChargeSyndrome,andWilliam Syndrome. DownSyndrome:AlsoknownasTrisomy21,DownSyndromeinvolvesathirdcopy ofallorpartofchromosome21,resultingincognitiveandphysicaldelays. Characteristicsinclude:mildtomoderateintellectualimpairment,stuntedgrowth, lowmuscletone,flattenedandjuvenilefacialfeatures,upwardslanttoeyes, shortenedhands,hearingloss,congenitalheartdisease. FragileXSyndrome:ImplicatingtheFragileXMentalRetardation(FMR1)geneon theXchromosome,thissyndromeisthemostcommonlyknowninheritedcauseof intellectualimpairmentamongmales.ChildrenlabeledwithFragileXSyndromemay alsobelabeledwithAutism.Characteristicsinclude:elongatedface,protrudingears, lowmuscletone,clutteredornervousspeech,stereotypicmovements,memory problems,issueswithfacialdecoding,learningdisabilities,mildtosevereintellectual impairment. CHARGESyndrome-CHARGEstandsfor:Colobomaoftheeye,Heartdefects,Atresia of the choanae, Retardationofgrowth and/or development,Genitaland/or urinary abnormalities,andEarabnormalitiesanddeafness.Whilethesecharacteristicsare no longer necessaryforadiagnosisofCHARGESyndrome,the nameremainsinplace. CHARGE Syndrome is causedby amutationinaregulatorygene,CHD7,which functions toturnothergenesonand off.CharacteristicsofCHARGEinclude: cleft ofpartsoftheeyes,malformedears,missingordecreasedsenseofsmell,swallowing difficulties,facial palsy, deafness. WilliamSyndrome-AlsoreferredtoasWilliams–BeurensyndromeorWBS, thisisa rareneurodevelopmentaldisordercausedbythedeletionofmorethan25genesfrom chromosome7.Characteristicsinclude:“elfin”facialfeatures,unusuallycheerful disposition, ease with strangers,intellectualimpairment,stronglanguageskills, and cardiovascularproblems. 34

  35. Pilot Program:School Year 2012-2013 HearingImpairment Definition:Impairmentsrelatedtoeitherpartialorfullhearingloss. Typesofhearingloss: ● mild-hearsalmostallspeechbutmayneedtolookatspeakerandhave appropriateacousticstohearwithaccuracy) ● moderate-difficultyhearingwithouthearingaid.Reliesonlipreadingandvisual cuestounderstand. ● severe-reliesonhearingaidandevenwithone,mayneedvisualcuessuchas lipreadingandbodylanguagetounderstand ● ● profound:hearingaid,visualcues,useofSignLanguage Somechildrenwithhearingimpairmentshaveacochlearimplantallowingthem toaccessthehearingworld.However,cochlearimplantscannotbeworninthewater, meaningthatthechildwillhavetorelyonothercuestounderstandspeakersduring swimminglessons. Generaltipsforworkingwithachildwithahearingimpairment: ● ● Speakclearlyatamoderatepace. Lookinthedirectionofthechildandmakesureyourfaceremainsvisibletothe child(unobstructed) ● ● ● ● ● Useshortphrasesandsentencesinsteadofsinglewords. Saythechild’snamebeforeaddressinghim/her. Obtainfrequentfeedbackfromthechildtocheckinthathe/sheunderstands. Reducebackgroundnoisewhenpossible. Knowcommonsignsthechilduses. 35

  36. Pilot Program:SchoolYear2012-2013 LearningDisabilities Definition:“Alearningdisabilityisaneurologicalconditionthatinterfereswitha person’sabilitytostore,process,orproduceinformation.Learningdisabilitiescan affectone’sabilitytoread,write,speak,spell,computemath,reasonandalsoaffecta person’sattention,memory,coordination,socialskillsandemotionalmaturity” (LearningDisabilitiesAssociationofAmerica,2011).Learningdisabilitiesinclude literacy-baseddifficulties,namelydyslexiaanddysgraphia,aswellasmath-based difficulties,namelydyscalculia.Manyindividualswithlearningdisabilitiesarealso diagnosedwithADHD. Characteristics ● ● ● ● ● ● ● ● ● ● averageorabove-averageintelligence difficultyfollowinginstructions difficultycompletingtasks shortattentionspan difficultywithimpulsecontrol speech,languageandcommunicationproblems organizationproblems difficultywithsocialinteractionskills difficultywithmath(dyscalculia) difficultywithneurologicalprocessnecessaryforwritingletters,wordsor numbers(dysgraphia) ● difficultywithreadingandwriting(dyslexia) Generaltipsforworkingwithachildwithalearningdisability: ● ● ● ● ● ● ● makeeyecontactwhenspeakingwithchild simpleone-sentenceinstructions setsmall,realistically-achievablegoals specificpraise provideclearroutines makecommunicationagoalineveryactivity userelevantexamples 36

  37. PilotProgram: School Year2012-2013 Neuromusculardisorders/diseases Definition:adisorderthataffectstheperipheralnervoussystem,whichincludes muscles,thenerve-musclejunction,peripheralnervesinthelimbs,andthemotor- nervecellsinthespinalcord. Spinalmuscularatrophy-inheritedmusclediseasesthatcausemuscledamageand weaknesstothepartofthenervoussystemresponsibleforvoluntarymuscle movement.Mosttypesofspinalmuscularatrophyaredegenerative,whichmeansthe muscleweaknessgetsworseovertime.Characteristicsincludeweaknessofmuscles closesttothecenterofthebody(shoulders,hips,thighsandupperback),flaccid (floppy)muscles,difficultysitting/standing/walking,lackoftendonreflexes,,lossof strengthofpulmonarymusclestwitches,anddeterioratingposture. Musculardystrophy-musclediseasethatweakenthemusculoskeletalsystemand consequentlylimitsmobility.Therearedifferenttypesofmusculardystrophythat rangeinseveritybuttheyarealldegenerative,meaningtheyworsenovertime. Characteristics:musculardeterioration(includingdeteriorationoftheheartmuscle), poorbalance,inabilitytowalk,frequentfalls,waddlinggait,limitedrangeof movement,scoliosis,lossofstrengthofpulmonarymuscles,breathingdifficulties, irregularheartbeats,andmusclespasms. 37

  38. PilotProgram:SchoolYear2012-2013 Psychologicaldisability Definition:adisabilityinwhichapersonhasemotional,psychological,andbehavioral difficultiesthatimpairhis/herdailyfunctioning Includes:Anxietydisorders,mooddisorders,oppositionaldefiantdisorder,conduct disorder,Schizophrenia Characteristics ● ● ● ● ● ● ● ● ● ● ● ● ● problemswithsocialinteraction inappropriatetypesofbehaviorundernormalcircumstances unhappinessordepression quiet,withdrawn,isolated confrontational defiant off-task,easilydistracted excessive,intense,and/oroverwhelmingfears phobias anxiety obsessions lowselfesteem violentbehaviour Generaltipsforworkingwithachildwithapsychologicaldisability: ● addressthespecificbehavior,notthechild(eg.“Thatwasahurtfulthingtosay,” not“Youarebeingmean.”) ● ● acknowledgeandpraisepositivebehaviours trafficlightsystemtoindicatewhenchildison-task(green)/warningtoward headingofftask(yellow)/offtask(red) ● ● ● ● regularlyscheduledbreaks enhancestudent’sselfesteemthroughspecificpraise rewardsystem explicitremindsabouttheeffectsoftheirbehavioronothers 38

  39. PilotProgram: SchoolYear2012-2013 Speech/LanguageImpairment Definition:oftencomorbidwithotherdisabilities,animpairmentofspeechinvolves difficultieswitharticulation,voice,fluency,oralexpression,and/orcomprehension. Thisleadstodifficultyspeakingand/orbeingunderstood.Speechimpairmentsmay involvedifficultiesmovingmusclesthatcontrolspeech. Characteristics: ● incorrectorinefficientfunctioningofmouth,tongue,lips,noise,muscles and breathing ● ● ● ● ● ● cleftpalateorlip stuttering difficultyformingsounds difficultyputtingwordstogethersotheycanbeunderstood difficultwithrhythmofspeech difficultieswiththepitch,volumeor qualityof the voice Generaltipsforworkingwithachildwithaspeechimpairment: ● ● ● ● ● ● use signs and gestures use picturesand/orsymbols useshort,simple sentenceswhenspeakingto thechild one instruction at a time written list ofinstructionsifchildcanreal havechild paraphrasetocheckunderstanding 39

  40. PilotProgram:SchoolYear2012-2013 SpinaBifida Definition:Aneuraltubebirthdefectwhichoccurswithinthefirstfourweeksof pregnancy.Thespinalcolumnfailstodevelopproperlyresultinginvaryingdegreesof permanentdamagetothespinalcordandnervoussystem.Infantsbornwithspina bifidamayhaveanopenlesionontheirspinewheresignificantdamagetothenerves andspinalcordoccurs.Althoughthespinalopeningissurgicallyrepairedshortlyafter birth,thenervedamageispermanent.Thisresultsinvaryingdegreesofparalysisof thelowerlimbs,dependinglargelyonthelocationandseverityofthelesion Characteristics: ● difficultywithambulation(largespectrum–mayuseawheelchairormaywalk independently,dependsonlevelofspinalcorddamage) ● ● ● ● ● ● boweland/orbladderincontinence hydrocephalus(excessfluidonthebrain–mayhaveashunt) latexallergy decreasedskinsensationinlowerextremities learningdisabilities cognitiveimpairment 40

  41. PilotProgram:SchoolYear2012-2013 VisualImpairment Definition:Visionloss,resultinginlowvision. Typesofvisionloss: ● ● partialvisionloss-lossofonlypartofthevision;canstillseesomethings legallyblind-visionthatisworsethan20/200,meaningthatapersonseesata distanceof20feet(orless)whatapersonwithnormalvisioncanseeatadistanceof 200feet. ● totalblindness-completeblindness;nolightperceived Characteristics ● ● ● ● ● ● ● squinting eyesunaligned/eyesnotworkingtogether rapid,involuntaryeyemovements discomfortinbrightlights headaches,dizziness difficultywithorientationandmobility poorbalance Generaltipsforworkingwithachildwithavisualimpairment: ● ● ● clearinstructionsanddescriptions,avoidrelyingonfacialexpressions usechild’snametogetattention useaspacewithgoodlightingandnoglare 41

  42. Pilot Program:SchoolYear2012-2013 ApproachingChallengingBehavior Itisimportanttorememberthatallbehavioriscommunication.Whenachild’sbehavior strikesyouaschallenging,itcanbehelpfultothinkaboutthefunctionofthebehavior, thatis,askyourself,“whymightthechildbeactingthisway?”Yourobservationsofthe childaswellasconversationswiththeparentsofthechildmayhelpyoutounderstand thepurposeofthechild’sbehavior.Then,brainstormpossiblealternativestothe behavior,ineffect,morefunctionalandsafeactionsorexperiencesthatcouldreplace theproblembehavior.Below,find 1)anon-comprehensivelistofchallengingbehaviorsyoumayencounter 2)amorethoroughanalysisofeachchallengingbehaviorlisted,includingwhat thefunctionofthebehaviormaybe,and2-3possiblesolutionsforaddressing thesebehaviors. 1)ListofChallengingBehaviorsYouMayEncounter Aggressiontowardinstructororotherstudents Tempertantrum/meltdown/crisis Eloping(i.e.runningaway) Shynessandreluctancetoleaveparent Resistancetogettinginthewater Refusaltogetoutofwater Drinkingthewater Holdingontoinstructortootightly Off-task/distractedbehavior ● ● ● ● ● ● ● ● ● 2)WaystoUnderstandandAddressChallengingBehavior Aggressive behavior,eg. kickinginstructoror pushingother children Understandthereareanynumberofreasonsachildmight actaggressively.Achildmaybeseekingsensoryinputormay beexperiencingsensoryoverload.Thechildmayfeel threatenedormaybeafraid.Itcanbehelpfultoimaginethe possibilitiesforwhythechildmaybeactingaggressivelyas youplanhowyouwillrespondtothis. Possiblesolutions designateasafeareaforthechildtoswimwithyou, perhapssomewhereawayfromotherchildren,and remindthechildthatheissafewithyou. 42 ●

  43. PilotProgram:SchoolYear2012-2013 Aggressive behavior,eg. kickinginstructoror pushingother children channelkickingintokickinglegsinthewater.Thiscould bedonebymakingagameoutofitbysaying somethinglike,“Showmeyourangrykicks!Canyoudo yourangrykickswhileIcountuntil20?” Givethechildabreakfromthewateranddodryland exercises(eg.jumpingjacks,windmillarms,etc.)to releaseenergyandtorefocus. ● ● Tempertantrum/ meltdown/crisis Understandthattempertantrums,meltdownsandcrisescan occurbecauseachild’sbasicneedsarenotbeingmet.For example,achildmaybehungry,tired,orill.Achildmayfeel unheard,misunderstood,frightened,anxious,oroverwhelmed, leadingtothesetypesofbehaviors. Possiblesolutions Identifyasoothingobject,song,orphrasethatcanbe usedtobringthechilddownfromthisescalatedstate. Validatethechild’sfeelingswhilealsotryingtocalmhim/ herdown.Tryphrasessuchas,“You’reokay,”or“You’re safe.”Trytoavoidaddressingtheproblematicbehavior whilethechildisstillagitated. Oncethechildhascalmeddown,speakwithhimabout alternativesolutionswhenhefeelsthiswayandhowhe willletyouknow. ● ● ● Eloping,i.e. runningaway Understandthefunctionofthisparticularbehaviorisoften escape.Thechildmayfeeluncomfortable,intimidated,oreven threatenedbytheexpectationsplacedonhim/her. Possiblesolutions Learnmoreaboutthechild’sinterestsandpreferences. Whatmotivateshim/her?Drawupontheseintereststo makelessonsmoredynamicandinteresting. Inthemoment:retrievethechildandbringchildbackto theareawherehe/sheshouldbe.Avoidadmonishingthe child,aspayingattentiontothisissuecanreinforceit. Onceatthedesiredlocation,resumeactivitiesand 43 ● ●

  44. PilotProgram: School Year 2012-2013 Eloping,i.e. runningaway Shynessand reluctanceto leaveparent providethechildwithpositivefeedbackforappropriate/ expectedbehavior(eg.“Ilikehowyouarekeepingyour bodysafeinthepool.”) Understandnewexperiencescanfeelintimidating, overwhelmingandscaryforchildren.Achild’spriorexperiences withwaterandwithimmersinghimselfinenvironmentswith manyotherchildrencanshapehowachildapproachesthe experienceofswimlessons. Possiblesolutions Includetheparentinlessons,byinvitingthemtowalk theirchildrentothepoolentranceandwatchfromthe sideofthepool.Graduallyincreasetheparent’sdistance fromthesideofthepooloverthecourseoflessons. Makeapuppet(outofabathingcap!)orbringalong anotherpropthatwillengagethechildandthusserveas aconnectorbetweenyouandthechild. ● ● Resistanceto gettinginthe water Understandchildrenmayfeeloverwhelmedandover stimulatedbythepoolenvironment.Childrenmayalsofeel afraidofthewater,especiallydependingupontheirprior experienceswithswimmingandbathing.Childrenmayalsofeel anxiousabouttheroutineandexpectationsoncetheygetinto thewater. Possiblesolutions: Engageinwaterfamiliarizationandwaterplayactivities priortopoolentry.Considerusingbuckets,sponges, wateringcans,toyboats,rubberducks,etc. Identifyfeaturesofpoolenvironmentthathelptokeepus safe,suchaslifeguards,theFirstAidCenter,andstairs/ ladderstoenterintothepoolsafely. Presentthechildwithaclearsequence(orallyand visually)ofwhathe/shewilldo:godownladder,hold ontowall,reachforinstructor’shands,holdinstructor’s hands,swimwithinstructor. 44 ● ● ●

  45. Pilot Program:SchoolYear2012-2013 Refusingtoget outofthewater Understandthattransitionscanbehardforchildren.The momenttheyfeeladaptedtooneparticularactivity,itistimeto moveorchange.Transitionscanfeelfrustratingandeven dauntingforchildrenbecausetheydonotknowwhattoexpect followingthetransition. Possiblesolutions: Implementaspecificroutineforgettingoutofthewater, somethingthatwillbethesameeachweekandhence predictableforthechild. Givethechildachoice(ortheillusionthereof):wecan getoutofthepoolbycountingto10orbycountingto 15.WecangetoutofthepoolbysingingtheABCsor Row,Row,RowYourBoat. Inventagameora“challenge”wherethewinnerhasto getoutofthepoolfirst.Drawuponthechild’simagination andspecificintereststomotivatetheminthisobjective. ● ● ● Holdingonto instructortoo tightly Understandthatchildrenmayfeelhesitantorafraidinthe waterandwillhencelatchontoaninstructorinordertofeel secure. Possiblesolutions: Makeuseoftotdots,watertables,kiddiepools,zero depthentries,stairs,orladderstohelpchildrenfeel comfortableinthewater. Teachchildrentoholdontoinstructor’sshoulders,first, forearmsnext,andhands,eventually.Practicethisbefore enteringthewaterandreinforceonceinthepool. ● ● Drinkingthepool water Understandthatthechildmaybecommunicatingthathe/she isthirsty.Thechildmayalsoenjoythesensoryexperienceof howthewaterfeelsinhismouthoronhisface.Thechildmay alsobeplaying,thinkingthatdrinkingthewaterinthepoolis fun(inthesamewaychildrenspitwaterateachotherforfun). Possiblesolutions: 45

  46. Pilot Program:SchoolYear2012-2013 Eachtimethechilddrinksthewater,removehim/her fromthepoolandwalkthechildtothewaterfountain, redirectingthemtodrinkthiswater.Thissendsthe message“Thisisthewateryoucandrink.” Re-imaginehowachildcanusehismouthin/aroundthe water.Teachthechildtoblowbubblesinthewater.And/ ordistractthechildbybringingabottleofbubblesinto thepool.Orusebubblesasarewardforthechild. ● ● Drinkingthepool water Off-task/ distracted Understandthepoolisanoverstimulatingplacewithmany sounds,brightlights,colorfultoysandequipment,andmany otherpeople. Possiblesolutions Shiftfromoneactivitytothenextfrequently. Givethechildbreakstodosomethingshe/hechooses. Followthechild’sleadandfindteachablemoments. 46 ● ● ●

  47. PilotProgram: SchoolYear2012-2013 SupportingStudentswithCommunication 1)Connectwithparentsandcaregiversofyourstudenttolearnabouthow yourstudentcommunicatesbest. Parentsandcaregiverscaninformyouaboutspecificstrategiesthatworkforthechild includingkeywordsorphrases,theuseofpicturesymbols,orsignlanguage.For specificquestionstoaskparents,seetheIntakeForm. 2)Considertheuseofvisualaids,suchaspicturesymbolsoractual photographs,tosupportthechild. ●Picturesofthepool,swimmingskills,andmaterialswithwhichthestudentwill engage.Youcancreatevisualaids,suchastheseusingclipart,bydownloading afreetrialofBoardmakerSoftwareathttp://www.mayerjohnson.com/ boardmaker-software/.Inthe“InstructorResources”section,youwillfindvisual aidsthatmayberelevanttoyourswimlessons.Feelfreetoprinttheseoutand laminateforin-pooluse. Usephotographsofthepool,thelifeguard,you,yourstudent,yourstudent’s family,etc.tofamiliarizethestudentwiththepoolenvironmentandroutinesof swimminglessons.Photographsspecifictothestudent’sswimexperiencecanbe usedtoshowstudentswhattheyhavedonepreviouslyandtoshowthemwhat isexpectedwhenlearningsomethingnew. 47 ●

  48. PilotProgram:School Year2012-2013 3)Considertheuseofgesturalcueswhencommunicatingwithchildren. Gesturalcuescanreplaceverbalcommunicationandyetconveythesameinformation. Examplesincludepointinginthedirectionofwhereyouwantthechildtoswim,holding outyourhandlikeastopsigntopromptthechildtohalttheirmovements,orholdinga fingeruptoyourlipstoindicatethatitistimetobequiet.Thechildcanalsouse gesturalcommunicationtopointtowhattoystheywanttoplaywith,wheretheywill enterthewater,andtocountto3ontheirfingersbeforetheyjumpintothepool.You mayalsochoosetoincorporatesomesignlanguagesignstocommunicatedirections. Refertothiswebsiteforvideoexamplesofvarioussigns: http://www.signingsavvy.com/search 48

  49. PilotProgram: SchoolYear 2012-2013 InstructorResources FirstAid (1hourtrainingprovidinginstructorswithwhattheywilllikelyencounter) ThechainofcommandforaMakingWavesinstructoristorelinquishcaretolifeguard attheearliestpossiblemomentforanyfirstaidsituation. CrowdcontrolshouldbedealtwithbytheexecutivemembersoftheMakingWaves chapter.Asaninstructor,yourmainfocusshouldalwaysbeyourchild FirstAidsituationsthatmayarise: 1.Seizure:Ifyouhaveachildpronetoseizures(aconditioncalledepilepsy),you shouldbemadeawareofthisthroughtheintakeform. Whatitlookslike:Therearethreemainkindsofseizures;tonic-clonic,complex partialandabsenceseizures.Whenachildhasatonic-clonicseizure,theirbody stiffensandrelaxescontinuously,andtheyusuallyfalltotheground.Thejerking ofthebodymaylastseveralminutes.Withacomplexpartialseizurethechild maybeunresponsive,andmaybeexhibitingsomerepetitivemovementi.e smackingofthelips.Withanabsenceseizurethechildlosesresponsiveness,and eyesmayrollback.Itcansometimesbemistakenfordaydreaming. Whattodoifitoccurs:Ensurechild’sairwayisopen.Ifchild’sfaceisinthe water,flipthemontotheirback.Atthesametime,notifylifeguardifthey haven’talreadybeennoticed.Donotrestrainthechild’smovementsbecauseit ○ ○ mayhurtthemmore.Trysupportingthechildbygentlyholdingtheirhead,or puttingsomethingsoftlikeatowelundertheirhead.Removeanyhardobjects fromthearea.Takefurtherdirectionfromlifeguard. 2.Anaphylaxis:Thisisaseverelife-threateningallergicreactionachildmay experience.Instructorsshouldknowiftheyhaveananaphylacticchild,andifso, shouldbeconsiderateofwhattheyconsumebeforeswimminglessons.For instance,ifthechildishighlyallergictopeanuts,instructorshouldensuretheir breathandhandsdonothaveanytracesofpeanutsbeforeenteringthepool deck. a.Whatitlookslike:Symptomsvaryincludingnausea/vomiting,swellingof thefaceandneck,difficultybreathing,wheezing,arash,andhives. b.Whattodoifitoccurs:notifylifeguardimmediately,andfollowtheir instructions.YouarenotrequiredtoadministeranEpipen,andtherefore willnotbetrainedonhowtodothis. 49

  50. PilotProgram: SchoolYear2012-2013 3.Childswallowingwater:Firstteachyourchildhowtoblowbubbles.Ifchilddoes notunderstandhowtoblowbubbles,teachthemtoclosetheirmouthwhentheir headgoesunderwater.Continueworkingonalternativewaysofcommunicating theconceptofblowingbubblestoyourchildthroughouttheterm.Ifchildisstill swallowingalotofwater,limitthenumberoftimesyouaskyourchildtoput theirfaceinthewater. 4.Childvomitsinthewater:Notifyalifeguardondutyimmediatelyandremove childfromthewater. 5.Lipsturningblue:Takethechildoutofthewater,wraptheminatowel,and notifythechild’sfamily. 6.Generalfallsondeck:Pickthechildup/letthemgetupontheirown,ask lifeguardstogetyouice,andnotifythechild’sfamily. 50

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