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.