CONNECTION ABILITIES GROUPS

Connecting Abilities focuses on the inclusion of people with disabilities who can participate in mainstream group lessons. As the range of disabilities is broad, the most common ones that teachers will need to make reasonable adjustments for in their lessons have been included and grouped.

The five groups are:

Group 1 Behavioural Challenges

Challenging behaviour can generally be understood as something that either interferes with the safety or learning of the student or other students, or interferes with the safety of staff.

It is a way to communicate unmet needs when an individual struggles to communicate their needs in other ways often due to factors such as anxiety, neglect, abuse, or learning disabilities.

Click here for the Behavioural Challenges Matrix

Group 2 Hearing Impairment

Hearing impairment is when the ability to hear for a student is reduced. It means hearing and understanding speech and other sounds can be difficult. Hearing loss varies in severity and ranges from mild to severe; sometimes it can be temporary but in other cases it can be permanent.

Click here for the Hearing Impairment Matrix

Group 3 Low Muscle Tone

Muscle tone refers to the amount of tension in the muscles. Muscle tone is required to perform natural and normal movements. Low muscle tone describes a condition where the muscles are floppy.

People with low muscle tone require more effort to get their muscles to work and move properly. Low muscle tone may impact on an individuals’ gross motor development e.g. sitting, walking and rolling, and can affect posture and the ability to stand or sit. Reduced mobility and fitness can affect a student’s functioning including mobility, stamina or motor control.

Click here for the Low Muscle Tone Matrix

Group 4 Sensory Challenges

A sensory challenge or disability affects an individual’s senses. This can be their sight, hearing, smell, touch, taste or spatial awareness. A sensory challenge can cause sever functional impairment, which can disrupt daily life, routines and learning process. Sensory challenges can be varied for each individual and can be part of more complex learning disability.

There are two main types of sensitivity.

Hypersensitivity, meaning an over reaction and avoiding sensory stimulation, or Hyposensitivity meaning an under reaction and seeking sensory stimulation.

Click here for the Sensory Challenges Matrix

Group 5 Vision Impairment

Vision impairment can range from complete blindness or very low vision to an inability to see particular colours. Vision impairment can occur at any age. Some conditions can result in short term vision impairment, however most remain the same throughout life. Other conditions worsen over time, these result in poorer vision or blindness as an individual ages.

Low vision is when an individual can't see everything they should be able to see for their development milestones. They may have low-to-no vision, blurred vision or loss of side (peripheral) vision. They may not be able to see colours - this is colour blindness.

Click here for the Vision Impairment Matrix

Exclusions

Given the complexity and support required for many disabilities, those that are not able to participate in mainstream groups lessons independently and safely have been excluded.

For students with disabilities that may have more complex challenges and require additional adaptation of a program, it is recommended they participate in one-on one lessons with an experienced and qualified swimming teacher of disabilities. These lessons will provide a more supportive, supervised, safer and enjoyable aquatic experience for both the student and teacher.