Oakville Swim Academy lessons are designed and prepared to be accessible to everyone. Be conscious of the impact that physical and intellectual disabilities have on learners, and establish an inclusive environment in your lessons. 

Learning occurs when activities meet the needs, interests and abilities of participants. The best instructors adapt learning and lesson activities to meet the needs of their swimmers.   

Oakville Swim Academy does not believe diversity should be viewed as a barrier to participation or success. Instead, instructors are encouraged to view diversity as a challenge. You are encouraged to use the feedback from the student their parents, and supervisors when determining how and when modifications can be made to meet the swimmers' needs.

If there is no solution to help the swimmer to master a particular skill, they can still benefit from participating and accepting a personal challenge in the lesson.

Oakville Swim Academy strives to provide instructors with as much information about the student's disability that could assist in determining what modifications need to be made. Communication is done through one of the following methods:

• Deck Supervisor

• Contacted directly (e.g., email/text)

• Rolls Notes

Regardless of the method, this information is strictly confidential, and should not be discussed publically. Especially, with co-workers. 

In the following sections, we are going to be going into a little bit more depth on physical disabilities and intellectual disabilities, medical conditions, and social and cultural diversity. 

Why is this important? Well, someone with a disability is a person first, and using identity-first language like "autistic person" devalues their inherent uniqueness and personhood.

Here at Oakville Swim Academy, we always use person-first language, and request all of our employees do the same. 

Here are some teaching tips when teaching swimmers with Intellectual disabilities: 

Clear, straightforward language

In most cases, simple is better, but it is especially important when teaching swimmers with intellectual disabilities. Do not overwhelm students with multiple or complex instructions.

Repeat instructions or directions frequently

Frequent prompts allows instructions and goals to be at the forefront of the swimmers' minds. When doing multiple attempts of a skill, instructions should be re-explained before each go. For example, simply saying “Alright, Johnny, remember, we want to be blowing bubbles for 5 seconds, okay?” will be fresh in Johnny’s mind before he attempts to float again.

Emphasize the students' successes

Participants with intellectual disabilities may be nervous about not being able to complete the activity. Therefore, whenever a skill/drill/stroke is achieved, no matter how small, should be celebrated, and the student should be told how amazing they did. Small victories are key, and building the confidence of the swimmer will reduce feelings of apprehension in future classes. Plus, it is always nice to be told that you did a great job! 

Show what you mean rather than just giving verbal directions

Research shows that people with intellectual disabilities learn best when visual aids are used. So, demonstrations hold even greater importance in this situation. Visual demonstrations help swimmers understand what behaviour is expected of them. Visual feedback should also be included when giving feedback as well. For example, instead of telling a swimmer what to work on, show them.

Be conscious of swimmers' strength 

At the beginner level, floats are done with the Instructor's assistance, but if a 14-year-old is learning floats for the first time, the body strength required is significant. Instructors should be conscious of the depth/location of the skill is critical. In most cases, swimmers with Intellectual disabilities can complete almost all of the skills in the shallow end, where the risk is quite low. 

A physical disability is a condition that limits a person's movements, senses or activity (Lifesaving Society, 2020).   

Swimming lessons offer individuals with disabilities many benefits. Research shows that swimming lessons can help: 

• Overcome psychological fear of water and depth; 

• Increase the person's motivation for learning new motor skills; 

• Increased muscle endurance; 

• Improved communication skills; 

• The development of fitness; 

• Increase the person's attention capacity; and

• Learn more complex movement skills.  

Not to mention the overwhelming social benefits swimming classes offer as well! 

Instructors need to find ways for swimmers to work within the boundaries of their physical limitations while still meeting the requirements of the level.

Often, people with physical disabilities may require the use of assistive devices like an insulin pump, oxygen, a cane, etc. Respect that assistive devices are a part of a person's personal space and property, they should not be touched without the express permission of the individual.

Often, swimmers with physical disabilities enroll in our programs to be taught a life skill and are not necessarily focused on passing levels. However, Instructors and Deck Supervisors are encouraged to work together and use their judgement when determining if a swimmer should be passed to the next level. Simon can also assist with this as well. 

Here are some keys when teaching children with physical disabilities: 

Patience

Instructors of swimmers with physical disabilities must possess copious amounts of patience. It is expected that swimmers with physical disabilities may take longer to learn a skill. If this happens, Instructors should NEVER be upset with the swimmer. They are trying their best, and that is all that can be asked. Also, Instructors should not get discouraged about their teaching abilities as well. Similarly, Instructors are doing their best, and that is all that can be asked of them.  

Customize the lesson

Pre-determined expectations that are extracted from able-bodied swimmers should not be applied to swimmers with physical disabilities. For example, an able-bodied B/AB can usually master front and back floats within one session, but it could take several sessions for a B/AB swimmer with a physical disability to achieve this skill. 

Adjust Accordingly, Often

A learning activity or drill that accommodated a swimmer one week might not work the next, and that is totally fine. As stated above, Instructors should be creative, flexible, and adaptive. Remember, OSA views disability as a challenge, and not as a barrier.

Having a strong understanding of any student health issues is a massive component of maintaining a safe learning environment. Any information about health-related concerns will be arranged through one of the following methods:

• Deck Supervisor

• Contacted directly (e.g., email/text)

• Rolls Notes

It may be beneficial for the Instructor and Deck Supervisor to have a chat with the student or their parents, depending on the age, on the first day of class to ensure that all parties are aware and comfortable with how the swimming lesson will be taught. 

Again, it is integral that these conversations are done in private and maintain confidentiality.  

Although the above statement focuses on employees, the core tenants apply to the swimmers of Oakville Swim Academy. Halton and the communities surrounding Oakville Swim Academy are the most diverse communities in Canada! As such, Oakville Swim Academy Instructors must be prepared to foster a welcoming, accepting environment that is free of discrimination and harassment. We have always had the mindset that,    

Anyone, no matter their positionality, can drown. As such, Oakville Swim Academy must be welcoming, and equipped to teach EVERYONE

Please go through the following characteristics that are most identifiable in swimming instruction.