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