Inclusion Video Series Swimming CC


Thank you so much for watching this
inclusion video series.  The purpose of this inclusion video
series is to help teachers, parents and coaches include children with
visual impairments in after school sports
and in physical education. We would like to thank the Lavelle
Fund for the Blind, Inc., The College at
Brockport, Camp Abilities, and the Institute of Movement Studies for
Individuals with Visual Impairments for
their support for this video series. Welcome to our video on how to include
individuals with visual impairments
into inclusive swim classes and teams. In this video, you will meet several
athletes with visual impairments who are
successful swimmers and teammates. You will learn teaching strategies and
accommodations, equipment adaptations,
appropriate environment modifications,
and valuable resources. Let’s start by meeting Martha. Hello. My name is Martha Reuther
and I am a 2016 Rio Paralympic
Games Paralympian. I have been competitive with swimming for
12 years and six out of those
12 years were in high school. The adaptations and techniques
shown in this video were extremely
helpful in the early stages of my career to help me understand how to adapt my
swimming later and to help me
communicate better with my coaches.
I hope you enjoy it. Hi Coach, I’m Addie and I’m interested
in being on the swim team and I’m
a very good swimmer. Hi Addie. I’m really glad you want to try
out for the swim team, but I have to
learn how to make you the
best swimmer first. If a student with visual impairment,
blindness, or deafblindness is interested
in joining your swim team, take the dive to embrace inclusiveness and allow the
student, the rest of the team, and
yourself the opportunity to learn
together. As a swim coach, you have many questions,
including, “How will our student
Addie do any of the workouts or
be in the swim meets if she can’t see the workout sheets or
the lane lines?” Relax, Addie and her
friends are happy to show you. Orientation and Mobility in the Aquatic
Environment To learn navigation from the locker room
and around the pool deck, Addie’s
orientation and mobility instructor suggested that they make a
tactile map of the pool deck so
she would have an overall view of
the environment. To learn the route, they place mats
from the locker room to the ladder.
Once learned, they can remove the mats. On the pool deck, Addie identifies ladder
pool drop offs, and unpredictable
items frequently in the way, such as
goggles, pull buoys, or kickboards. She discovers where the lifeguard sits
and learns to identify lifesaving gear. Addie “shorelines” the edge of the pool,
which means that every time she sweeps
her cane, it touches the edge of the pool. Addie trails her cane along the pool edge
to Lane 1. Outside lanes are easiest to
find, but some swimmers prefer inside
lanes, which are free of hardscape obstacles
such as protruding ladders. Swimmers
can count starting blocks or lane lines
to a designated lane. Instructional Strategies for Skill
Development: Pre-teaching on deck Whether on the deck or in the pool,
always combine the chosen
instructional strategies with clear,
concise, and respectful verbal instruction. Our coach here predominately uses
verbal instruction with minimal
physical guidance to introduce arm and
face positioning when using a kickboard. Leg positioning can be taught
using a bench. Breaststroke is extremely difficult to
demonstrate in the water. On the pool deck, coaches and peers
can tactile model breaststroke by
lying prone on an exercise ball. To teach the correct arm movement for
sculling water, use coactive movement. Start by having the swimmer feel the
instructor or peer, then slowly fade
touch cues. Transfer this skill
to the water. Instructional Strategies for Skill
Development: Pre-teaching in Pool Peers can be teaching partners
as shown here using coactive
movement for backstroke arms. Use coactive movement to practice
form on backstroke legs. First, position the student’s
back flat against the pool wall. The student practices kicking with
straight legs by moving in tandem
with a partnerher left leg touching
partner’s right leg. For a swimmer with a dual sensory
impairment, small gym mats and
lifeguard rescue tubes are useful props for a swimmer
and intervener to lean on if they
need to stop and exchange
information while in the deep end. For example, if an intervener has
to give tactile signing about how
to improve a skill, it is impossible
to do that and hold the side or tread water. Access to practice schedules It is a good policy to send each
day’s practice in advance
to all team members. Students with visual impairments
can access the practice on their
phones using a screen reader. A low-tech option is to type the
practice in a sans serif, bold
type font in the point size
needed for your student. If sent the night before, the student
can print it out and then stick it to
a wet kickboard to keep on the
pool deck. Here are some additional
orientation strategies to use
in the pool. As stated earlier, many
swimmers with visual impairment
prefer to swim in outside lanes particularly if those lanes have
recessed steps for getting
in and out of the pool. However, many pools have
ladders that extend into the
lane. If this is the case at your pool, suggest the swimmer choose an interior
lane. Here are some suggestions: Our swimmer here squares his
shoulders to the pool wall and
places both feet evenly on the wall. This helps him push off the
wall in a straight line. To practice swimming straight, we
see our swimmer occasionally
perform a light finger touch to
the lane line when her arm prepares to leave the water. Watch again, she does not
push off the line, which is
against competition rules. A breaststroke swimmer can
periodically perform a light
finger touch using the right arm. Sweep the tip of the finger
just as the arm begins to
return to breast position. Directional cues such as tapping
a cone to the side of the pool or
clapping hands not only helps the swimmer directionally,
it lets her know
the end of the pool is close. Many swimmers have a person
on each end of the pool holding
a wooden dowel about the size of a
broomstick with a tennis ball or portion of a pool
noodle attached to the end. The “tappers” tap the top of the head
or between the shoulder blades,
depending on the swimmer’s preference, to let the swimmer know it is time
to extend an arm to reach for
the wall or to designate it is time to
flip turn and push off the wall. If you can designate one lane for
the swimmer, use the Adaptap,
which is a lane navigation system
for swimmers who are blind. It is important to know what
accommodations are allowed in
competition. It is recommended to let the head
official of a swim meet and other
coaches know if a swimmer needs
an accommodation prior to the start of the meet. This courtesy benefits the swimmer
and allows for a smooth running meet,
which helps all involved. Swimmers with VI may have assistance
to the diving block or to the starting
edge of the pool. In competition, it is beneficial
that coaches are the tappers since they
“know” the athlete best. Tappers may not encourage or
coach, only instruct regarding
surroundings. A suggestion is to have the swimmer
with visual impairment or deafblindness
be the first leg of the relay team. If your swimmer is interested in
swimming in local competitions
or on the national and international
level, The United States Association for
Blind Athletes provides information
on techniques, training, accommodations,
and equipment on their website. They outline the official vision
specific swimming classifications. Acceptance and full inclusion result
from embracing all differences and
comes from the tone set by the coach and supporting members of leadership,
including the team captains. It is the coach’s responsibility to
set the tone by expecting their
swimmers with visual impairment
to meet the same challenges as all teammates, treating everyone equally and setting
a no bullying web of kindness
throughout the entire team. Emotional safety is as important
as physical safety.
Coaches are role models. The American Foundation for the
Blind website has excellent
information on this topic. Thank you for watching this video
and learning about including
students with visual impairments
in swimming. Athletes with visual impairments should
be welcomed into physical education class
and aquatic programs. When you make appropriate accommodations,
and use the strategies shown in this
video, you will help all your athletes
reach their full potential. Hi, my name is Sean and I live in
New York and I’m going into sixth grade. I learned to swim at camp. I went home
and I really wanted to be on our town
swim team, so I talked to the coach and he said
that he would try to figure out
something like how we could adapt
the strokes. I am now in the town or club swim
team and it’s really fun and I feel
like every person whether they have
a ton of vision or no vision at all, they should all be able to be
on the same swim team together
because it’s a lot of fun and it’s good exercise for people
and everybody needs exercise so, and also they’re equal so everyone
can pretty much do the same thing
if they put their mind to it. Support for this video provided by:
The Lavelle Fund for the Blind
The College at Brockport
Camp Abilities Institute for Movement Studies for
Individuals with Visual Impairments
and the
American Printing House for the Blind Special thanks to all the talent
who made this video possible. Executive Producer
Dr. Lauren J. Lieberman Content Specialist and Script Writers
Dr. Monica Lepore
Dr. Pamela Haibach-Beach
Tristan Pierce Martha Reuther Narrator
Dr. Ruth Childs
Video Producer
Ann M. Giralico Pearlman

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