Effective communication between the instructor and his/her student is an important factor affecting the student's success in the adapted aquatics program. Communication establishes relationship and trust between the instructor and the student.

• Use person-first language - describe the person first, then mention the disability/ health condition second. For example:
  • Instead of saying 'Autistic child', say 'Child with Autism'
  • Instead of saying 'Handicapped', say 'Disabled', or 'person with disability'
  • Instead of saying 'Wheelchair-bound', say 'Wheelchair user', or 'Person using a wheelchair'
• Incorporate strategies for people who are non-verbal such as using a communication board or the Picture Exchange Communication System (PECS)
• Have basic knowledge of American sign language
• Collaborate with interpreters
• Know when Braille is needed in the aquatic environment

Some strategies to enhance communication with the student are:

• Know what the student's 'primary language' is
• Check for the student's ability to understand explanations and follow instructions
• Provide ample and appropriate demonstrations
• Use photos, PECS
• Simplify language
• Provide 1 direction at a time
• Ask the student to repeat him/herself if you don't understand what was said