Inclusion of Swimmers with a Disability Contents

3 Disability access 3 Awareness of issues relating to health & safety, assisting and handling 3 Teaching and learning 4 Parents/carers as partners 5 Overview of a variety of conditions 7 Swimming stages 9 Practical considerations 11 Developing swimming skills 19 Additional considerations 20 Supporting and assisting in the water 21 Next stage 23 Classification 24 Conclusion 25 Useful websites

Acknowledgements British Swimming Carole Barough Liz Christian Kaye Savory Jill Stidever MBE The ASA Technical Disability Swimming Committee Youth Sport Trust Portage and Leicester Penguins SC 1 Introduction

This publication contains information on teaching swimmers with a disability. It does not aim to cover every disability but to give an insight into the main disabilities that a teacher might meet in a club/ teaching session.

Throughout the publication, reference will be made to the fact that teaching methods are the same for all swimmers.

The ASA has an Equal Opportunities policy. Inclusion of swimmers is very much encouraged in the belief that all swimmers should have the opportunity to achieve their full potential.

Swimmers with a disability have the same range of ability, from non-swimmers to elite performers. Their interests range from social to competitive swimming, together with many other water based activities.

There is, therefore, a need for teachers to become better informed so that all have access to the best possible teaching practices.

Acknowledgements

2 Disability Access

The Disability Discrimination Act 1995 There may be occasions when manual (DDA 1995) is a UK Parliamentary Act, handling cannot be avoided. Always which makes it unlawful to discriminate discuss, plan and prepare before you against people in respect of their assist. disabilities in relation to employment, the provision of goods and services, education and transport. Before Assisting and Handling think about: l This act has been, and will be, altered l the TASK in the future with the aim of making l the INDIVIDUAL services and provisions available to l the LOAD everyone. Current legislation needs l the ENVIRONMENT. to be considered when any plans for inclusion are being made to gain the best possible provision. Extra considerations

In practice this means that new facilities l Ensure that any participants with should incorporate the ideal. Older balance problems are offered The swimming programme, the time facilities require innovative ways of assistance when walking on a wet and the content will have a bearing on making access easier. poolside. an individual’s choice. This choice may be associated with personal preference, l Swimmers with lower limb impairment may need assistance/prosthesis interests and staffing e.g. beginners, Awareness of Issues Relating to needed near poolside/alternative improvers, recreation, swim for health, Health & Safety, Assisting and assistant (chair, skateboard etc). competition and other aquatic Handling disciplines. l Take care when a participant with Risk assessment is the key to all safety, paraplegia or those with minimum assisting and handling activities in the control of their lower limbs are Assessment of Need swimming pool environment relating to entering the water as abrasions, both people and equipment. Assistants that take a long time to heal, may Determining the specific needs of any need to be familiar with mechanical be caused. participant is an essential pre-requisite lifting aids, so they can use them safely. to his/her successful involvement in any All risk assessments and training must l Park wheelchairs parallel to the pool swimming session or club. These may be recorded. and ensure that the brakes are on. be determined by:

l Be aware of swimmers who may have l direct consultation with the individual seizures. 1:1 spotters are required for and parent or carer Some Common Sense Principles epileptics. The ASA has a protocol for l swimming background l Swimmers with disabilities often competitive epileptic swimmers. l completion of Club registration need help to participate but avoid l Walk on the water side of the pool lifting wherever possible. when assisting someone. forms l Always encourage people with l observation of the swimmers ability in disabilities to help themselves and Safety of swimmer and helper is of the water teach them how to do so. paramount importance. Ask for help l age. or further training if in doubt. l Make use of swimmers own arm and leg strength. Should the group not be able to provide for the specific needs, the swimmer l Make use of graduated steps, Teaching and Learning should be given contact information and sliding boards, shower chairs, etc. There is an ever-growing involvement directed to another more appropriate l Some swimmers will need assisting of people with disabilities in teaching provision. Local knowledge is invaluable but always think, plan and prepare classes and swimming club provision. at this time as well as advice from the before you assist. There is still a place for alternative Governing Body. arrangements either long term or on l Assist for the shortest possible a temporary basis. Provision may be: Constant monitoring of progress should distance. take place and achievement of goals l fully integrated l Be aware of rough surfaces which should be reviewed on a regular basis. may cause abrasions. l included and supported

l separate provision.

3 Teachers should be upskilling constantly Teaching principles Useful information is suggested in the in order to ensure that they are abreast National Plan for Teaching Swimming Successful teaching is dependent on: of new ideas and initiatives. Parent Pack although the following l good technical knowledge additional information could be useful to the teacher: l willingness to be adaptable Swimming fundamentals and l is the swimmer able to cope in a safety skills l willingness to further knowledge group? All swimming sessions regardless of l sound knowledge of fundamentals l does the swimmer require 1:1 ability should include practices to ensure l acknowledgement of importance of assistance to move in the water? the swimmer is proficient, happy and basic safety skills safe. Basic Safety Skills should form the l does the swimmer require 1:1 basis of any swimming programme. l ability to deliver appropriate sessions/ assistance to understand instructions? These skills include: schedules to meet individual needs l does the swimmer have a special l l entry awareness of hidden medical need that is not apparent? conditions l exit l good observational skills to adapt l has the disability been recently l buoyancy/balance strokes to individuals abilities. acquired (ie. amputation, paraplegia) and so is new to the swimmer? l rotation/orientation l are there any restrictions or limitations l aquatic breathing Parents/carers as partners in or under the water? l travel Information, that is relevant to l does the swimmer require medication l co-ordination the swimming situation, needs to during session? be communicated to the teacher/ l spatial awareness. coach at time of registration. Initial Medical information needs to be communication pathways set the Teachers should be aware of shared where the safety of the standard for future years. hidden conditions that might present swimmer or teacher is concerned. unexpected problems e.g. asthma, epilepsy, diabetes, cystic fibrosis, etc. Specific knowledge about the individual will determine whether there is an extra need for a watchful parent or designated spotter.

For all swimmers, the greatest skill is achieving a safe breathing position.

Horizontal Float

Holding Poolside Vertical Float

4 Overview of a variety of conditions

A brief outline of some of the more Arthrogryposis There are three types of Cerebral Palsy common medical conditions likely to be with further descriptions that describe Due to a congenital condition encountered is listed below, together limbs affected. from birth. It causes multiple joint with some additional observations. contractures and is characterised by muscle weakness. Spastic Achondroplasia (Dwarfs) l Weight bearing is possible but l Increased muscle tone making limbs movement is limited by tightness of In the majority of cases this a genetic appear stiff. the joints. condition with people having restricted growth. Athetoid l Attention may be needed to achieve Cerebral Palsy balance and initial safe body position. l Co-ordination is poor because of the This is due to an oxygen deficiency at involuntary movements and many may l Once water confidence and controlled birth or during an accident that may appear clumsy. However symmetrical breathing have been achieved, move result in some of the difficulties listed movements are easier to learn. towards a conventional swimming below. technique. l Breathing difficulties may be apparent. l Reduced muscle power.

l Increased muscle tone, causing stiff Arthritis flexed limbs (spastic). Ataxic

Osteoarthritis – this is due to wear and l Difficulty in breath control and l The individual may lose balance tear on joints particularly hips and knees. swallowing. without prior warning. Rheumatoid – this is a hereditary l Involuntary, uncontrolled movements Medical descriptions of cerebral palsy condition causing inflammation of joints. – uncoordinated (atheoid). may include:- Can affect any age group. Also known l Disturbance of balance (ataxic). as Stills disease in children. Quadraplegic - both legs and arms are l Possible speech problems. involved. The individual may be in a l Sculling is very useful in the early wheelchair if severely affected. stages as it causes less pain and l Possible cognitive impairment. propulsion can be gained using Diplegic - legs affected more than arms. minimum effort. Tend to walk on toes with knees turned or rotated inwards. May/may not use l Breathing is easier when supine wheelchair. (on back). Hemiplegic - either left or right side of body involved. Swimmers who have had a stroke may be considered in the same way.

Dysmelia/Amputees Dysmelia is congenital from birth, amputee is acquired as a result of trauma/accident.

l Affected limbs may require protection especially if new. Be careful not to bang them accidentally.

l The swimmer may need to remove a prosthesis (artificial limb) close to the poolside.

l Individuals with lower limb loss should establish a safe means of moving around the poolside.

l Individuals may take longer to achieve balance.

Achrondroplasia

5 Multiple Sclerosis l The swimmer may not notice wounds Epilepsy that take a long time to heal. This is due to damage to the myelin A tendency to have recurrent sheaf. When the myelin is damaged l The swimmer may be incontinent but seizures (sometimes called fits). If a there is interference with messages this is no barrier to swimming.** seizure occurs during the swimming between the brain and other parts of ** Consideration should be given to session, recover/rescue the swimmer the body. discreet changing facilities. appropriately. Each swimmer requires l Swimmer’s co-ordination may be a knowledgeable spotter on poolside affected. at all sessions. Strokes l Swimmers will have good and bad days. This is due to bleeding into the brain Cystic Fibrosis and often causes a degree of paralysis, l Early achievement is essential to aid usually to one side of the body. An inherent condition where mucous is longer term mobility. formed causing respiratory difficulties. l Rehabilitation may bring back some l Swimmers may tire easily. Tissues and bowl may be required on movement especially when new poolside. balance has been achieved.

Muscular Dystrophy l Speech is often affected, Heart conditions This is congenital from birth condition understanding is not. although it is not obvious until later. It l Frustration is displayed often because A condition where the heart is is a progressive degenerative disease of of limitations in communication. damaged. muscles. l A medical certificate is advised. l Swimming helps to keep muscles as Sensory impairments l Do not over tire, most people know fit as possible. their own limitations. Visual l Swimmers have good and bad days. This can range from total loss (blind) to l Activities should be adapted individuals who remove their glasses and Diabetes accordingly. cannot see clearly. A condition where the body produces l As much as possible should be little or no insulin. taught in the early stages. Hearing l Some swimmers may require special This can range from totally deaf to loss dietary requirements before or after Osteo-genesis Imperfecta (Brittle of hearing in a crowded environment, the session as recommended by their bones) loss of pitch and to those who cannot doctor. This is due to a congenital condition hear when they remove their aids. from birth. Haemophilia l Bones may break easily. Learning Disabilities A generic condition where the blood l Medical limitations may be set. This is due to a congenital condition or fails to clot easily. as the result of infection, injury, poison l Care is needed to avoid contact with l More appropriate to swim in the the poolside and other swimmers. or nutrition. prone position when learning to swim in order to prevent knocking Other swimmers, who do not fit the into obstacles. Spina Bifida and spinal injuries descriptor above, may have learning and resulting in paraplegia/tetraplegia /or co-ordination difficulties that could affect learning to swim. Some examples Further information on these and This is due to a lesion or injury to the are:- ADHD, Down’s Syndrome, Fragile other conditions can be found in the spine. The point of the lesion/break on X Syndrome, Aspergers, Dyslexia, Caf Directory www.cafamily.org.uk the spine will determine the degree of Dyspraxia and Autism. or from local support groups. paralysis. For further information on Disability l Many may have total sensory and Specific Sports Organisations please motor loss below the site of the Hidden conditions refer to page 24. lesion.** Asthma l Care must be taken of paralysed limbs A condition that affects the airways to so that they do not get trapped or the lungs. The swimmer may require trail on abrasive surfaces when lifted prescribed medication prior to or during or handled. exercise. If an attack occurs during the session sit the pupil out and call for appropriate assistance.

6 Swimming stages

Swimmers with a disability require Listed below is a variety of equipment Floats/woggles (opposite) the same opportunities as their peers that has been found to be useful. l Encourage a horizontal position. to become familiar with the water Teachers have differing views on environment and to progress with swimming aids, as do individual l Allow early kicking skills to develop. swimming skills. Extra time, support swimmers. Aids can be used to obtain l Allow concentration on specific and skill adaptations may be needed. a safer, streamlined position, they are actions. not for life saving. The teaching principles and practises l Can be adapted to suit very small used are the same for all swimmers hands. with the techniques adapted to suit Arm bands/arm rings the individual. The important factor l Develop early confidence and is that rarely are two people identical Variety of balls independence. and the teacher must consider how l Encourage confidence in water. the individual’s physique, mobility l Buoyancy can be reduced as and application affects the swimming confidence grows. l Can give different amounts of technique. buoyancy. l Lessons become active. Breathing skills are very important. l They are non restrictive. People who have difficulties swallowing Egg flips (opposite) may be at risk and require careful l Encourage breathing through the observation Buoyancy suits mouth at surface of water. l All of the above, plus they encourage a more streamline body position. First steps Toys (opposite)

The first steps are usually the biggest. l Encourage water confidence Specialist swimming aids are rarely Head floats (specialist aids in certain (watering cans, squirters). required - the purpose being to ensure circumstances) l Can be used for games. safety in as positive a swimming position l Help support head above water line, as possible, taking into consideration but some can restrict streamlining. l Pushing, pulling. individual preferences. l Can be used as objects to chase.

Rings

l Short term use for swimmers who Sinking objects, eg bricks, hoops, learn propulsion in an upright novelties (opposite) position. l Encourage submerging and opening the eyes under water.

l Can be used to develop other skills e.g. colours, counting.

Head float Buoyancy suit Ring/arm bands

7 Float

Woggle

Egg flip

Sinking objects

8 Practical considerations

Many pools have mechanical assistance to enter/exit the water and these are extremely useful. In some cases, these can remove the independence of the swimmer. Whenever possible, swivel and forward entries, with or without support, should be encouraged. Extra steps to lower from wheelchair to poolside may be required to foster independence.

action For whom Condition

Entries

Cerebral palsy quadriplegia Swimmers who require Use of hoist Tetraplegia maximum assistance Severe arthritis

Hemiplegia Single arm amputees Swimmers with lower or one Steps Learning disabilities side of body strength Arthritis Polio Legge-Perthes

Paraplegia Swivel entry Swimmers with good Cerebral palsy diplegia with or without upper body strength i.e. Learning disabilities support paraplegia Polio Legge-Perthes

Forward entry Paraplegia from poolside Swimmers with sitting Cerebral palsy with/without balance Non weight bearing swimmers support Legge-Perthes

Swimmers with good control Diving Lower limb amputees/dysmelia sitting on blocks

Amputees Swimmers with ability to Cerebral Palsy Diving stand on blocks with/ Learning disabilities without support Visually impaired Hearing impaired

9 Advantages Disadvantages Help

Secure Not always available Banana board may be required to assist Less pain Slow, suspended entry swimmer to slide from wheelchair to hoist

Assistant can steady/support by working Usual method of entry available Slippery from behind swimmer with hands holding in most pools Steep Small footholds rails under swimmer’s arms for safety

Independence Using hands to support at waist level, Rough poolsides cause abrasions Common method of entry assistant can steady entrance to water

Hands on assistant’s shoulders and Maximum or minimum support support at waist level initially. Can reduce can be given Rough poolsides cause abrasions to hand on elbow, then hand on hand Leads to more independence and eventually independence

Care over water depth From sitting on poolside or sitting Check allowed to dive (VI, Covering blocks with chamois on blocks Down’s syndrome) Rough surfaces on some blocks

Fastest entry for competition Some swimmers may find blocks Some swimmers may require assistance of awkward to get on to support at hip level to control balance

9 10 Developing Swimming Skills

The basic principles of swimming are the same for all swimmers. No two swimmers have the same physique, strength, balance, physical or learning ability. Be prepared to experiment to find out what works best for an individual. Allow plenty of time for skills to be achieved, practised and developed to maximum ability.

Every swimmer has a unique style regardless of ability. The strokes taught should be as near as possible to the norm. The following are examples of possible variations that may assist in the initial stages.

Difficulty Observation Suggestion

body position

Experiment with one or two of the following:- Turn head away Swimmers with one side from roll on back Rolls to left or of body stronger than Arm action slightly under body right other Wider arm entry On front look to direction of roll Breathe to weaker side initially

Swimmers who are top heavy until learned Upright Teach rotational skills rotational and safe Balance and aquatic breathing breathing skills

Swimmers where hips Raise or lower head depending Hips high, legs are almost above water on stroke being performed on drag low line and unable to move legs back or front

legs

Swimmers unable to Exaggerate lower head No propulsion alter leg position or position to achieve use them streamlining

11 Condition Positives Negatives

Over compensation will cause excessive roll

Cerebral Palsy Hemiplegia Stroke Over compensation will cause Streamlining Amputees excessive roll Legge-Perthes

Achondroplasia Comfortable Down’s Syndrome Easy propulsion Fear may be introduced by over emphasis Hydrocephalus Help towards safe conventional of early conventional swimming position Double leg amputees swimming position Young children

Seeing direction and obstacles Paraplegia Streamline More effort required for breathing Spina bifida Less resistance (possibly better to breathe every second stroke in breaststroke)

Paraplegia Streamline Spina bifida Less resistance Double above knee amputees

12 Difficulty Observation Suggestion

No leg propulsion but Co-ordination difficulties Use any leg movement for with minimum No lower body movement/ balance (leg drills should be control of trunk control or unable to attempted) or drag for less and legs to hold perform legal leg kick resistance in one position

Swimmer able to use one Figure of eight or cross centre Propulsion from leg for propulsion through line kick one leg only loss of limb, disability or One leg held still, other leg hip restriction used

Propulsion or Use of usual leg kick and drills Swimmer of restricted balance obtained including (adapted) fins growth or loss of lower from one/two May be used for balance only limbs shorter limbs when unable to kick

ARMS

Upper limb loss Teach as if limb was there One arm restricted when Single arm Find position for other arm attempting work with both propulsion that causes less resistance arms especially noticeable Use drills for both arms in butterfly independently

Use water (float initially) as a No arm Upper limbs missing or pillow, head to side propulsion very severely restricted Develop strong kick and on front aquatic breathing

Arms entering water outside shoulder line Analyse use as may be Wide arm improving balance, correct entry Balance restricted Used to gain propulsion as appropriate through control of roll

13 Condition Positives Negatives

Streamline Cerebral palsy diplegia Less resistance More work for arms Improving muscle tone and core stability

Single leg amputee Dysmelia Stronger propulsion Strain at hip level Cerebral palsy hemiplegia (especially Aids balance Illegal in butterfly competition if legs cross in butterfly) Legal stroke (flutter kick) Arthritis

Double/single below knee amputees Achondroplasia Aids balance Dysmelia

Single arm amputee Dysmelia, Keeps propulsion, legalises stroke May cause excessive roll Hemiplegia Stroke

Dysmelia Double arm amputee Swimming Difficulties judging direction Cerebral palsy quadriplegia

Leg amputees More effective balance Shorter pull if not accompanied by roll Cerebral palsy diplegia

14 Difficulty Observation Suggestion

Arms crossing centre line Discourage pull across centre Excessive snaking of body under body in line of body front crawl

Analyse use as may be Arms entering water at Narrow arm improving balance, correct entry almost same point as appropriate

Breaststroke Use continuous stroke when arms with leg drag Swimmer with leg drag there is no leg kick to keep stroke moving

Use initially to keep afloat where no leg movement - Scull in Swimmer with leg drag backstroke loose as soon as possible to keep continuous stroke

Swimmer with balance and co-ordination Use to gain maximum Double arm difficulties propulsion from arms when leg backstroke Head often extended kick is weak or unpredictable under water to maximise streamlining

Breathing

Swallowing and blowing Choking, spluttering, Teach on back Coping with coughing stiffness and pain

15 Condition Positives Negatives

Cerebral palsy hemiplegia Streamline Less snaking Strokes

Swimmer with limited core stability

Paraplegia Cerebral palsy diplegia Requires considerable effort and breath Continual forward movement Quadriplegia timing Dysmelia

Paraplegia Restricts stroke once established Cerebral palsy diplegia More effective stroke Quadriplegia Can become habit

Cerebral palsy quadriplegia Timing breathing crucial Ataxic cerebral palsy

Athetoid cerebral palsy Easier position to breathe Unable to see what is going on around Arthritics Less pain Effort to regain standing position

16 Difficulty Observation Suggestion

Timing

Balance often dictates most effective Controlling stroke Movements and breathing out combination as a whole of synchronisation Work on whole - part - whole of stroke Make stroke as efficient as possible

Action For Whom Condition

Exits

Cerebral palsy quadriplegia Use of hoist Swimmers who require maximum assistance Tetraplegia Severe arthritis

Hemiplegia Swimmers with lower or one Steps Single arm amputees side of body strength Learning disabilities Arthritis

Paraplegia Push up to pool Swimmers with good upper Cerebral palsy diplegia side body strength i.e. paraplegia Leg amputees Learning disabilities

Paraplegia Use of poolside Swimmers with good upper Cerebral palsy diplegia corner to push up body strength i.e. paraplegia Leg amputees Learning disabilities

17 Condition Positives NEGATIVES

All abilities and conditions. Swimming to maximum ability. None

Advantages Disadvantages HELP

Not always available Secure Helpers required in pool and on Less pain Slow when cold poolside

Slippery Assistant able to support from behind Usual method of exit available Steep swimmer to hold through to hand rails. in most pools Small footholds Helper to be available on poolside

Independence Rough poolsides Use mat/towel to cover poolside Common method of entry Help from behind at waist level

Differing heights of poolside at Independence Use mat/towel to cover poolside corners

18 Additional Considerations

Visual Impairments Hearing Impairments Learning Disabilities l Swimmers may need to be guided l Use clear and accurate demonstrations. All can be helped by: around the facility to orientate l Use of photos or pictures may help. l Breaking skills down into small parts. themselves. l Make sure the swimmer can see your l Using continual repetition in a variety l Use manual demonstrations in full face for lip reading you may need to of ways to achieve the same ends. view of all, together with clear move into a lower position on pool auditory instructions. l Changing activities often. side. l Wear contrasting clothes to the l Using movement exploration and l Some deaf swimmers can pick up environment to assist visually impaired games approach. rhythm (eg. of a drum) to help with swimmers to follow demonstrations. timing. l Ensuring high standards of personal l Use music, originating from same discipline. l Swimmers who use hearing aids place, to help orientation. become more impaired when they l Using accurate demonstration, l Use a tapper to notify the swimmer remove them for swimming. pictures and basic signing to reinforce when nearing the end of pool. verbal instructions. l Swimmers who wear glasses may l Allowing time for steps to be learned have severe difficulties once they and repeating often. remove them. Prescription goggles l Using praise to reinforce small steps - are available. verbal, thumbs up and smiles work well.

Medical advice should be obtained before teaching diving or butterfly to swimmers with Down’s Syndrome or visual impairment.

19 Supporting and Assisting in the Water

Cradle support Long arm support on back Appropriate for younger child. Head can be on shoulder or more Secure, safe, outward facing position. advanced at arms length. Helper’s hands Easy transition into long arm supported should be palms upward with straight position on back. arms.

Physical support may be required in the water to enable some swimmers with a disability make the maximum use of their abilities. Not every swimmer requires 1:1 supported assistance. Suitable flotation aids may be more appropriate. Extra assistance must be given in full view of all and with the consent of the swimmer.

Support for head in prone Long arm in prone Support to roll from front to back In initial stages float can be used, Palm support initially at waist level Assistant supports swimmer with hands progressing to hand support, then no reducing to minimal support as either side at hip level. The adjacent extra help. confidence is gained. hand pushes gently whilst the other hand pulls to perform the rotation.

20 Next Stage

Once able to swim, a variety of Competition Calendar Time Handicapping aquatic opportunities are opened The dates of the major International The swimmers are handicapped up for swimmers to pursue in a pool meets vary and so the home Disability according to the time taken to swim environment or open water with Swimming programme needs to plan a given distance. The slower swimmer swimming, sailing, canoeing, water around these dates to offer a variety will start first. If the submitted times are skiing and scuba diving. For many, of events at all levels. These may be accurate the swimmers should finish lifetime recreational swimming may be included within the Governing Body together, producing some very close the plan, for others the goal maybe to structure or run by national or local races. follow the competitive route. groups. The natural progression from learning to swim for many people is to move into a Early competition training club environment. All training needs for swimmers are similar and are Often these are run using either Time covered within coach education. To Banding or Time Handicapping systems. ensure a swimmer with a disability is training at the appropriate level, with some modifications, many can Time Banding be included in mainstream clubs. The swimmers are grouped together according to the time taken to swim When planning, the coach needs to be a given distance. aware of extra considerations that are specific to disability swimming. Two of which are the competition calendar and classification.

21 Classification

Classification, where the aim is to Minimum eligibility criteria for Functional S(SB,SM) 11-13 “ensure a fair playing field for all classification system (S1-S15) Visually impaired swimmers swimmers”, is a requirement of many The groups S(SB)(SM) 1-10 are for those The degree of vision is measured (with competitions. There are two main swimmers with a functional, visual, the best correction) ranging from blind forms of classification: learning or hearing impairment. to visually impaired.

Functional system S, SB,SM 14 S1-S10 (SB1-SB9=Breaststroke) Swimmers with a learning disability This system means that amputees, (SM1-SM10=Medley) people with paraplegia, cerebral palsy Swimmers must have an IQ of 75 or less The following disabilities meet the to meet the criteria. and other physical disabilities can requirements of the functional compete together. It is a swimmer’s classification system unless the functional ability i.e. range and power impairment is extremely minimal.* of movement and co-ordination that S, SB,SM 15 determines their classification group. l Achondroplasia (dwarfism) Swimmers with a hearing impairment l Amputation (including dysmelia) Any swimmer who wears a hearing aid will be considered. l Arthrogryposis Disability Specific Classification system There are a number of conditions that l Cerebral Palsy This system allows swimmers of a do not meet the classification criteria similar and specific disability to compete l Legge Perthes and some of them are listed below: against one another. There are individual l Osteogenis imperfecta (brittle bones) l ADHD classification systems for visually impaired, hearing impaired and l Multiple Sclerosis l Aspergers learning impaired swimmers. l Muscular Dystrophy l Asthma

l Polio l Autistic Spectrum

l Spina Bifida l Epilepsy

l Spinal Cord injury. l Cystic Fibrosis

*Please note this list is not exhaustive, l Diabetes however it provides a guide to l Dyspraxia functional classification eligibility. l Haemophilia

l Hydrocephalus

l Obesity

l Scoliosis

l Learning Difficulties

l Transplantees.

Disability Specific Classification system Details can be found on the disability specific sports organisation websites (see page 25).

22 Conclusion

In conclusion, whilst all swimmers are individuals and need the same teaching practises regardless of ability/disability, there are instances where adaptations to teaching practices and equipment need to be considered.

In addition, as a swimmer progresses from the early stages of learning to swim the needs of that swimmer change in order for them to fulfil their potential.

23 Useful Websites

Action for Blind People Dwarf Athletic association www.actionforblindpeople.org.uk United Kingdom www.daauk.org British Blind Sport www.britishblindsport.org.uk Mencap www.mencap.org British Swimming Special Olympics Great Britain www.britishswimming.org www.sogb.org.uk

British Wheelchair Sport UK Deaf Sport www.wheelpower.org.uk www.ukdeafsport.org.uk

CPsport England & Wales Uk Sports Association for People www.cpsport.org with Learning Disability www.uksportsassociation.org Disability Sport Events Amputees www.disbilitysport.org.uk www.bromley.gov.uk

24

Principal Partner Offi cial Partners Offi cial Endorsed and Suppliers Approved Products Harold Fern House Derby Square Loughborough LE11 5AL Tel: 01509 618700 Fax: 01509 618701 www.britishswimming.org