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Be Patient and positive.

A student with a disability may take more time to achieve the skills being taught. Therefore if a teacher creates a positive attitude and atmosphere a student will unconsciously begin to pick up on their gestures, speech patterns and attitude. This will create a calmer aquatic learning environment.

Be versatile and adaptable with equipment.

Students with sensory challenges may not like certain equipment. Therefore, it’s important to have another option available. Two or three options are enough and allow students to choose the equipment they prefer.

Demonstrate and communicate correctly.

Some students with disabilities can be very lineal thinkers so demonstrations and the communication that you pair it with can come across as exactly as you may communicate it.

Communication can be different for Vision Impairment.

Stay close and, at eye level, facial expressions as well as lip reading is easier for a younger student or a student with vision impairment. When a student is lip reading, ensure to articulate words and potentially slow down a natural talking speed, to make lip reading easier.

Predictability, repetition and routine.

Having a routine that is predictable helps students to remain calm, build trust and understand expectations. If a routine is going to be disrupted, such as a change of teacher have the replacement teacher attend the lesson the week before so students can become familiar with the following weeks upcoming change.

Provide as much notice to parents and carers as possible so they can help with preparing the student if needed.

Class rules are important.

Have two or three rules that are relevant and consistent for the learning environment and the safety of everyone. Keep them consistent across all lessons.

For example

1. Everyone listens when the teacher is talking
2. Everyone stays on the platform

Everyone keeps their head above the water when waiting their turn.

Reward the positive.

Notice positive behaviour when it occurs and provide praise as soon as possible. Some students with disabilities can struggle with short-term memory therefore immediate praise for the correct behaviour is critical for progression and self-esteem in a learning environment.

Ask Permission.

Students may need some “hands-on” teaching for skills and corrections. Remember to ask the student for permission before physically guiding them.

Observe, recognise and care about the individual.

Continually observe their response to you, what you are teaching and the water. Recognise the student’s diverse personalities, learning styles and interests. The more you learn about the students, the more you can improve the learning environment for the student or class.

The environment can play a role.

The environment is an important part of any lesson, however it can affect students with disabilities more directly. If the environment does change unexpectantly during a lesson have a contingency plan in place.

For example, if the facility becomes busy on a hot day, is there a quieter part of the facility where the lesson can be moved to with some different skills to practice?

If it is an outdoor facility and it begins to rain, is there an undercover part of the facility that can be utilised for the lesson?