ADAPTIVE SPORTS GUIDE TO COMMON STUDENT DISABILITIES SUMMARY:

The purpose of this guide is to provide a summary of some of the more prevalent disabilities encountered in our students/customers. By its nature, it is a brief overview, and does not attempt to "type-cast" the student. Every individual is unique, and you will fail as a instructor if you do not use these generalities to help customize your lesson to your individual student, and then adapt your techniques as the lesson progresses.

This is a compilation of the thoughts of some of ASA's most experienced instructors, and are offered as suggestions, not as absolutes. Use them to stimulate your thinking, but tailor your own lesson plan. Don't be afraid to experiment with different techniques, and ask for advice if your approaches aren't successful. Every instructor in this program runs into lessons that "aren't working" with a particular student. For your student's sake (and your own), solicit different thoughts and approaches from experienced instructors if things don't seem to be working.

Specific Disability Descriptions:

• Fetal Alcohol Syndrome
• Downs Syndrome
• Cognitive Delay
• Traumatic Brian Injury

COGNITIVE - FETAL ALCOHOL SYNDROME:

SUMMARY DEFINITION: Children born to alcoholic mother - one of the leading causes of cognitive delay.

YOUR STUDENT MAY DEMONSTRATE SOME OR ALL OF THE FOLLOWING: COGNITIVE/EMOTIONAL:

• Impaired brain function/cognitive delay - tends to be mild rather than severe
• Behavior may include extreme activity, easy distraction & impulsiveness
• Bad judgment and communication problems

PHYSICAL:

• Small head size, eyes, underdeveloped upper lips
• Heart, spine, and limbs may be affected

TEACHING:

• Keep it simple (see cognitive delay section)
• May have unexpected fears: boots, skis, lifts, mountain, etc.
• Much depends on which drugs are involved and their influence. Discuss with teacher/parent/etc. May have only a short lesson window.

LESSON SUGGESTIONS:

• Set expectations carefully - may not improve much or be amazingly athletic - keep it simple and emphasize fun See cognitive delay section

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COGNITIVE - DOWN SYNDROME:

SUMMARY DEFINITION: Combination of birth defects, including cognitive delay, caused by an extra chromosome

YOUR STUDENT MAY DEMONSTRATE SOME OR ALL OF THE FOLLOWING:

COGNITIVE/EMOTIONAL:

• Cognitive delay varies from mild to severe
• May exhibit inappropriate behavior (touching, spitting, kissing, etc.)
• Use firm behavior management. Explain lift line etiquette. Provide consistent and firm direction. Don't argue; you won't win. Use time-outs when necessary. Stop skiing - the ultimate.
• When the student likes to hug - if necessary - reinforce that hugging has an appropriate time

PHYSICAL:

• May have very large head which changes center-of-gravity/balance
• Short in stature, neck
• May have weak neck/malformed spine - helmets are not recommended (extra weight) unless x-ray has revealed no problems.ASK.
• Oval shaped eyes, large tongue
• Hypotonicity of muscles and ligaments gives joints extraordinary flexibility and range of motion, but are also loose - be sensitive to risk of dislocating joints
• Many have heart abnormalities & respiratory problems
• Tend to tire easily

TEACHING:

• Many have a stubborn streak - you must be firm & consistent on major issues, but should also reward good behavior
• Loose joints may affect two-point assist using their knees, or assist in getting up
• Due to different center-of-gravity, student may have abnormal skiing posture, but this may actually be the best way for them to ski - be careful with trying to change them to a "normal" posture.
• Attention span may be short - vary before potential "tantrum"

LESSON SUGGESTIONS:

• Focus on degree of joint flexibility, posture, and balance/center-of-gravity
• May have to periodically resort to non-skiing activities to maintain attention

COGNITIVE - COGNITIVE DELAY:

SUMMARY DEFINITION: (Formerly known as mental retardation). Some common conditions include development from childhood at below average rate, and/or difficulty in learning and social adjustments. Ranges from mild to profound with vast majority being mild.

YOUR STUDENT MAY DEMONSTRATE SOME OR ALL OF THE FOLLOWING:

COGNITIVE/EMOTIONAL:

• May exhibit inappropriate behavior (touching, spitting, kissing, etc.)
• Use firm behavior management. Explain lift line etiquette. Provide consistent and firm direction. Don't argue; you won't win. Use time-outs when necessary. Stop skiing - the ultimate.
• When the student likes to hug - if necessary - reinforce that hugging has an appropriate time

PHYSICAL:

• May ski better than they walk, have better balance and progress quickly
• May not be able to judge when too tired and/or too cold to continue

TEACHING:

• Keep tasks simple
• Use "follow me" techniques
• Usually visual and/or kinesthetic learners - may learn best by watching demos, then doing .

LESSON SUGGESTIONS:

• DO NOT TALK DOWN TO YOUR STUDENT
• Start with regular terminology, simplify and repeat often only if needed
• Try different wording or demonstration techniques
• As with most cognitive disabilities, you will usually introduce one new concept per lesson - this may include several approaches to get at that one concept.
• Keep it simple and FUN
• Break down action/progressions so each new component is learned separately, but in the proper sequence
• Have student verbalize instructions before performing the action to facilitate learning and ensure attention
• Use games as appropriate (see games section)
• Sprinkle success generously - avoid prolonged failure and build self confidence
• Tend to be "doers" - Limit talking and analysis.go for demo and doing
• Emphasize repetition, consistency, and routine.

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COGNITIVE - TRAUMATIC BRAIN INJURY:

SUMMARY DEFINITION: Brain damage resulting from organic/closed cause (stroke, cerebral aneurysm, etc.) or inorganic/open cause (gun shot, auto accident, etc.). May affect almost any aspect of movement, thought, and/or behavior. Wide range from minimally to profoundly disabled. Common to have more than one disability. Be especially sure to read student's intake form carefully.

YOUR STUDENT MAY DEMONSTRATE SOME OR ALL OF THE FOLLOWING:

COGNITIVE/EMOTIONAL:

• Disconnects in brain cause slow responses and lapses in memory/concentration
• May suddenly laugh, cry, or become angry with no apparent stimulus, especially first year after injury
• Low frustration tolerance may result in explosive outbursts
• Loss of impulse control may lead to rude or inappropriate comments or behavior of a sexual or violent nature. May need same sex instructor.
• May have inability to understand or utilize words & their meanings
• Any of these signs/behaviors may range from mild to severe

PHYSICAL: (See attachment for further detail)

• Hemiplegia: (right or left) complete loss of function or control on one side of body
• Hemiparesis: (right or left) partial loss of function or control on one side of body
• May be difficult to stand up, aversion to affected side, or to objects on that side
• May lack coordination
• May have visual deficit (double vision, reduced depth perception)
• May be predisposed to seizures Be sure to ask about lift retention apparatus and methods if not familiar with them

TEACHING:

• May have shunt (device in head which drains excess fluid from brain; usually into abdomen). Ask before using helmet or tether. Generally same sex instructors are more successful.

LESSON SUGGESTIONS:

• May need to allow for wide berth for objects/skiers on the slopes
• Comments/instructions may be acted on initially, but forgotten by next run or lesson - may need to repeat often
• May need to resort to yes/no questions, or skiing with eye contact for security.
• May need reminders regarding appropriate behavior
• May have tendency to overstate ability/think they can perform to pre-injury level - be careful before taking to advanced terrain - may need to set limits. May get angry in this area.
• May get "spooked" by new experience. Introduce new environment/progressions slowly.
• Each day may be a "new experience," so a warm-up on the beginner slope will provide insight into where the student is that day.

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Adaptive Attitude

Our name begins with the word ADAPTIVE. Adaptation is the key to becoming a successful instructor. Try different approaches to teaching and communicating.