Adapted aquatics programming : a professional guide by Monica Lepore

By Monica Lepore

''This moment version of tailored Aquatics Programming: a qualified consultant is jam-packed with new fabric, together with up to date info on correct laws, instructions for architectural accessibility, tutorial thoughts, gear, protection administration, and aggressive and leisure aquatics activities.'' ''This entire textual content fills the necessity for a resource of present most sensible practices in tailored aquatics Read more...

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Distinct Components * There are community recreation options, such as YMCA pools, water parks, or city The distinct components of the medical-therapeutic model of aquatic service include physician prescrip- Chapter Objectives From this chapter, you will learn the following: Models of Collaboration in Adapted Aquatics tion or referral, problem-oriented reporting, disabilityspecific treatment, and active and passive exercises conducted by therapy specialists. Physician Prescription or Referral Typically, physicians who specialize in physical medicine, orthopedics, rehabilitation, neurology, or rheumatology are the most knowledgeable about the benefits of aquatic activity and thus, in general, refer the most patients to aquatic therapy.

The general or adapted physical educator might recommend as to whether a child could benefit from a totally inclusive aquatics program or could learn better in a small-group, one-on-one, or segregated placement. The general or adapted physical educator may also teach or reinforce land-based skills in the water. Consulting, sharing information, and advocating for aquatics in the IEP are functions the APE specialist can serve. Thus, the aquatics instructor teaching in the school setting or collaborating to provide aquatic services for the school in communitybased settings must understand assessment and the IFSP, IEP, ITP, and IAPP (see chapter 4).

Moore and other APE personnel provided coordinated land-based adapted physical education and also emphasized lifelong leisure skill development. Everyone understands that collaboration is an integral part of schools, and Mr. Moore now attends regularly scheduled meetings with the district’s M-team. His attendance has resulted in educating M-team collaborators about the contribution of adapted aquatics as a lifelong activity for people with disabilities. When individual collaborators attend and participate in team meetings, both team members and students benefit from direct professional input.

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