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MW LondonTraining2012.pptx

Published Jul 25, 2013 in Education
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Presentation Slides & Transcript

Presentation Slides & Transcript

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Thank you
Making Waves’ vision is to create communities where families of children with developmental disabilities have barrier-free access to high quality water safety and swimming instruction.


Making Waves' mission is to improve the lives of children with developmental disabilities through barrier-free water safety and swimming instruction taught by certified volunteer university students.

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Thank you
Core Values

Adaptability & Engagement

Commitment to excellence

Community

Early intervention

Social Leadership

Understanding & Plurality

Mission
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Awards
Specific Disabilities
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Commitment
Allie Herbert, VP Events
Megan Yang, VP Finance
Katie Benson, VP External
Reema Dibe, VP Internal
Steph Nantes, VP External
[Insert names and photos of executive team members here]

Mission
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Objectives

1) To set a standard for water safety through a curriculum designed specifically for children with disabilities between the ages of 2 and 12.

2) To reduce the current barriers to swimming and water safety instruction for children with disabilities in our communities.

3) To connect passionate swimming instructors and children with disabilities.

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment
Intake Form

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment

Mission
Values
Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment
Safe Habits Around the Water

Deck Safety
Walking (not running) around the pool
keeping distance from the edge of the pool
sitting or standing in a designated spot to meet instructor
at the beginning of each lesson
asking for instructor’s permission before entering the water
understanding that eating on deck is not permitted

Lifejackets
child can put on lifejacket with/without assistance
understanding of when, where and why we wear lifejackets
child can take off lifejacket when appropriate

Mission
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Your Execs
Your Role
Intake Form
Skills
Awards
Specific Disabilities
First Aid
Lesson Structure
Games/Teaching Tips
Commitment
Safe Habits Around the Water

Site Survey
identifying where the lifeguard office is located
identifying the lifeguard(s) and what they do
checking to make sure lifeguards are present before
entering the water
identifying the various ramps, ladders and stairs around
the pool
being aware of danger zones: deep water, diving boards,
starting blocks, bulkhead, lifeguard chairs, wet floor, swim
toys, glass
understanding the danger of swimming in freezing cold
water e.g. not swimming in a lake in the Canadian winter
understanding the danger of swimming in pool water that
is too cold
child can identify when he/she becomes too cold to
continue swimming in the pool
calm down zone: the child can identify a specific location
(out of the water) where he/ she can take a break when
he/she feels overwhelmed.

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Self-Help & Communication Needs

Child approaches and greets Making Waves instructor
Child communicates to instructor his/ her need for:
Toilet
drink of water
Break
Understanding closure of lessons: child says goodbye to
Instructor and transitions back into the care of parent/ guardian

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Awards
Specific Disabilities
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Commitment
Safe Habits in the Water

Understanding:
no drinking the pool water
no eating in the pool
staying within close proximity to instructor
swimming with a buddy
understanding and demonstrating how to reach for the wall for
safety in an emergency situation. Once at the wall, understands
and demonstrates the following:
Stop
call for help (verbally or using a gesture)
if away from exit, use wall to support body while moving
toward ladder or stairs

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Awards
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First Aid
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Holds Understanding and Demonstrates that:

1. If child feels it is necessary to hold onto the
instructor, the child will hold onto instructor’s
forearms and hands, instead of instructor’s neck
2. Respect of personal space and boundaries

Treading Water
Bicycle method
Egg Beater method

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Awards
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First Aid
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Commitment
Safe Entries into the Water

Transitions safely into the water from use of wheelchair or
crutches, stairs, ladder, slide in, jump into instructor’s arms,
jump into shallow water, alonestride jump

Tip for teaching children how to jump into the water safely:
Instruct the child to walk to the edge of the pool, stop his/ her
body, survey the water to ensure it is safe to jump, and verbally
ask/ use sign language to obtain permission from instructor to
jump.

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Specific Disabilities
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Commitment
Safe Exits out of the Water

Transitions safely from the water to use of wheelchair or crutches
Uses own strength to lift body out of water
Asks for help if child cannot physically lift himself out of the
water
Understands and demonstrates one child at a time on ladder or
Stairs
Child meets family back at designated meeting spot (after every
lesson)

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Early Swim Skills
Blowing Bubbles
at the water level
under the water
Getting Face Wet
opens eyes under the water
Submersion of Entire Body in the Water
bob - a bob is where the child stands up straight and
without bending their neck, they immerse their entire body
in the water by bending their knees and pushing their body
underneath the water. This is to be done where the child
can stand
Practice rhythmic breathing by asking the child to do multiple bobs in a row, coming up for quick breaths of inhalation only

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Early Swim Skills
Jumps into deep water (option: with instructor supported
by floatation device)
underwater swim
swim to bottom of pool
Floating
front float
back float
rollover float
Gliding
front glide
back glide
Basic Kicking on Front and Back
kicking off the side of the pool, either by sitting on stairs or sitting on the pool edge

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Early Swim Skills
Front Swim (aka “doggy paddle”): the most basic type of
swimming on your front before front crawl. Child swims on their
front with their face in the water, kicking, and arms still. Arms
can be placed in front of the child or by his side. To breathe,
child does doggy paddle to lift his head out of the water and take
a breath.

Back Swim: the most basic type of swimming on your back
before back crawl. Child swims on his back, keeps his hair and
ears in the water, with arms by the side and kicks legs up and
down
swims on back with feet below the surface (no splashes)
with support from instructor
swims on back with feet below the surface (no splashes)
without support from instructor
swims on back with feet at the surface (making splashes)
without support from instructors

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Early Swim Skills
Students who have achieved everything up to this point may continue to
progress in stroke development.

Making Waves is an early intervention program for children
with disabilities, with the main goal being to teach children how to support themselves in the water to avoid drowning.

However, if you have a child who has mastered front swim and back
swim independently, and they are ready to start learning these higher level strokes, we encourage you to teach them these strokes based on your knowledge. If you don’t feel comfortable teaching any of these strokes, approach your chapter's executive team.

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This method of recognition ensures that we recognize our students’ progress. Given our students’ individual strengths and needs, it is unrealistic to establish a level system based on predetermined, standardized requirements. Additionally, our program is focused on strengths-based goal setting with each family, and therefore each student’s goals and achievements will differ from one another.

In our award system, each student will receive an award at the end of the term provided they meet the following 2 criteria:

(1) attend 75% of the lessons each term
(2) maintain a positive attitude, including putting forth strong effort

Our goal is for all students to obtain an award each term. Students will come away from the swimming term feeling recognized for their progress and proud of their accomplishments.

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Dear [Student Name],

This semester, you learned how to: (3-5 things)
1)_____________
2)_____________
3)_____________
4)_____________
5)_____________

Your Instructor, [Your Name]

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Mission
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Mission
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Mission
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Mission
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Mission
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Mission
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Mission
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Your Role
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Mission
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Mission
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Anaphylaxis: This is a severe life-threatening allergic reaction a child may experience. Instructors should know if they have an anaphylactic child, and if so, should be considerate of what they consume before swimming lessons.

What it looks like: Symptoms vary including nausea/vomiting, swelling of the face and neck, difficulty breathing, wheezing, a rash, and hives.

What to do if it occurs: notify lifeguard immediately, and follow
their instructions. You are not required to administer an Epipen, and therefore will not be trained on how to do this.

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2. Child swallowing water: First teach your child how to blow bubbles. If child does not understand how to blow bubbles, teach them to close their mouth when their head goes underwater. Continue working on alternative ways of communicating the concept of blowing bubbles to your child throughout the
term. If child is still swallowing a lot of water, limit the number of times you ask your child to put their face in the water.

3. Child vomits in the water: Notify a lifeguard on duty immediately and remove child from the water.

4. Lips turning blue: Take the child out of the water, wrap them in a towel, and notify the child’s family.

5. General falls on deck: Pick the child up/ let them get up on their own, ask lifeguards to get you ice, and notify the child’s family.

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I. Introduction (4 minutes)
-Instructor, student and student’s family greet each other and check in briefly
-Instructor engages student in a brief site survey by asking the
student what s/he notices around the pool
-Student asks and obtains instructor’s permission to enter the water, student practices entering the water

II. Warm-up (3 minutes)
-Instructor reminds student of safe way to hold onto instructor (by
instructor’s forearms) and student practices this.
-Instructor and student sing “The Kids in the Pool” (to the tune of “The
Wheels on the Bus”) to engage student in a variety of actions to warm up
body and increase bodily awareness in the water.

III. Kicking practice (8 minutes)
-Student kicks legs by sitting at the edge of the pool, or by holding onto the side of the pool with instructor
coaching
-Student kicks legs while holding onto instructor’s forearms, with
instructor coaching

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IV. Game: kicking (2 minutes)
-Instructor and student play “Red Light, Green Light” to practice kicking legs at a variety of speeds.

V. Life jacket practice (8 minutes)
-Student practices exiting the pool stairs safely, to retrieve life jacket --Student practices floating on back and kicking with life jacket on.

VI. Game: getting face wet (3 minutes)
-Instructor engages student in a game “Can you put your _______ in the water? Student practices getting cheeks, nose and mouth wet.

VII. Choice time (3 minutes)
-jumping into the pool, floating with a noodle, floating pool mat, etc.

VIII. Closing (4 minutes)
-Student puts away materials from choice time.
-Student exits the water safely
-Student and instructor return to the meeting spot and check in with
family about the lesson, say goodbye and confirm next lesson.

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Full Time Instructors:
We ask that you commit to attending a minimum of 5/7
lessons per term
We ask that you respond to your Vice President of Internal
affairs as promptly as possible confirming your attendance
at the weeks lesson
We ask that you stay flexible with your teaching and have
ongoing communication with your child’s family in order to
provide room for goal adjustment
Part Time Instructors:
We ask that you commit to attending 4/7 lessons per term
(although you likely will not be contacted for all four)
We ask that you brief yourself on the child given that information
has been provided to you

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We commit to supporting you to the best of our abilities. We
understand that you are full time students volunteering your time.
Remember that you are creating an impact.

Making Waves. Making Change.

On behalf of the exec team, and of the families who’s
lives we make a little bit easier and a little bit more fun,

THANK YOU.