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Adapted Aquatics Programming 2nd Edition eBook

Adapted Aquatics Programming 2nd Edition eBook

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$48.00 USD

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    Ebook

    The second edition of Adapted Aquatics Programming: A Professional Guide


    • clarifies rationales for adapted aquatics programming,
    • broadens the scope of and enriches traditional programs for people with disabilities,
    • guides instructors in improving teaching methods and safety management, and
    • educates professionals on providing safe and effective adapted aquatics programs.


    The second edition of Adapted Aquatics Programming: A Professional Guide is packed with new material, including up-to-date information on relevant legislation, guidelines on architectural accessibility, instructional strategies, equipment, safety management, and competitive and recreational aquatics activities.

    This comprehensive resource is a significant addition to the aquatics literature, providing a practical learning tool for the field. The authors infuse each chapter with specific techniques as well as rationales for adapted aquatics programming. They also provide readers with


    • best practices in adapted aquatics programming,
    • a description of the scope of traditional adapted programs with enrichment ideas,
    • guidance in improving teaching methods and safety management, and
    • instruction in providing safe and effective adapted aquatics programs.


    Adapted Aquatics Programming, Second Edition, contains a wealth of references, practical tips, and safety precautions. It includes a number of new features, including photographs and diagrams, life-experience scenarios that provide a reference point for the chapter ahead, and an objectives list for each chapter. It also offers ideas for using equipment and includes information about competitive and recreational aquatics activities.

    In part I, the authors explore foundational issues of adapted aquatics, including models of collaboration, inclusion, planning, program development, facilities, equipment, and supplies. In part II they lay out instructional strategies and detail how to build safe and effective programs. They also look at the specific needs of program participants and issues related to aquatic fitness and rehabilitation. In part III they provide information on enhancing a program conducting competitive and recreational activities.

    Founded on action-based research and current thinking, laws, and practices, Adapted Aquatics Programming, Second Edition, offers a practical approach to adapted aquatics, providing much-needed information on adapting the environment, equipment, instructional strategies, skill techniques, and teaching methods for people with disabilities. This text fills the need for a source of current best practices in adapted aquatics programming.

    For information on system requirements or accessing an E-book after purchase, click here.

    Audience

    Text for adapted aquatics instructor courses. A reference for instructors of adapted aquatics professionals who teach or coach in inclusionary aquatics programs and others who teach swimming or manage aquatics programs.

    Table of Contents

    Part I. Foundations of Adapted Aquatics

    Chapter 1. Introduction to Adapted Aquatics

    • Evolution of Adapted Aquatics
    • Legislation for Individuals With Disabilities
    • Benefits of Aquatics Participation
    • Applications of Aquatics Participation
    • Summary
    • Chapter 1 Review


    Chapter 2. Models of Collaboration in Adapted Aquatics

    • Models for Adapted Aquatics
    • Medical-Therapeutic Model
    • Educational Model
    • Recreation Model
    • Transdisciplinary Model
    • Summary
    • Chapter 2 Review


    Chapter 3. Inclusion and the Least-Restrictive Environment

    • Placement, Inclusion, and the LRE
    • Continuum of Placements
    • Prerequisites to Successful Inclusion
    • Developing and Maintaining Successful Inclusion Groups
    • Using Activities to Facilitate Inclusion
    • Summary
    • Chapter 3 Review


    Chapter 4. Individualized Instructional Planning

    • Planning for Assessment
    • Developing the IEP or IAPP
    • Implementing the IEP or IAPP
    • Summary
    • Chapter 4 Review


    Chapter 5. Program and Organization Development

    • Organizational Foundations
    • Communications and Promotion
    • Financial Development
    • Facilities Acquisition
    • Risk Management
    • Program Development and Evaluation
    • Human Resource Management
    • Summary
    • Chapter 5 Review


    Chapter 6. Facilities, Equipment, and Supplies

    • Facilities
    • Equipment and Supplies
    • Summary
    • Chapter 6 Review


    Part II. Facilitating Instruction

    Chapter 7.
    Prerequisites to Safe, Successful, and Rewarding Programs

    • Essential Communication Skills
    • Transferring Techniques
    • Participant Care and Safety
    • Hydrodynamics
    • Positioning and Supporting Participants
    • Summary
    • Chapter 7 Review


    Chapter 8. Instructional Strategies

    • The Learning Process
    • Teaching, Facilitating, and Guiding Participants
    • Addressing Problem Behaviors
    • Summary
    • Chapter 8 Review


    Chapter 9. Specific Needs of Adapted Aquatics Participants

    • Definitions of Common Disabilities in Adapted Aquatics
    • Commonly Seen Attributes of Learners in Adapted Aquatics
    • Atlantoaxial Instability
    • Attention Deficit
    • Auditory Perception Disorder
    • Autonomic Dysreflexia or Hyperreflexia
    • Balance Disorder
    • Brittle Bones
    • Cardiovascular Disorder
    • Circulatory Disorder
    • Contractures and Limitations to Range of Motion
    • Hearing Loss: Deafness and Hard of Hearing
    • Hearing Loss: Deafblindness
    • Head Control Difficulty
    • High Muscle Tone
    • Hyperactivity
    • Interaction Difficulty
    • Joint Dysfunction
    • Kinesthetic System Disorder
    • Memory and Understanding Difficulty
    • Multisensory Loss
    • Oral Motor Dysfunction
    • Paralysis, Paresis, and Atrophy
    • Posture Disorder
    • Primitive Reflex Retention
    • Proprioceptive Disorder
    • Range of Motion Dysfunction
    • Receptive or Expressive Language Disorder
    • Respiratory Disorder
    • Seizure Disorder
    • Tactile System Disorder
    • Temperature Regulation Disorder
    • Vestibular System Disorder
    • Visual Impairment
    • Visual Perception Disorder
    • Summary
    • Chapter 9 Review


    Chapter 10. Aquatic Fitness and Rehabilitation

    • Health-Related Physical Fitness and Aquatic Exercise
    • Physical Conditions and Tips for Aquatic Rehabilitation
    • Summary
    • Chapter 10 Review


    Part III. Program Enhancement

    Chapter 11. Adapted Aquatics Program Selection

    • Program Environments
    • Program Purpose
    • Types of Participation
    • Nationally Sponsored Adapted Aquatics Programs
    • Summary
    • Chapter 11 Review


    Chapter 12. Competitive and Recreational Activities

    • Effect of Legislation on Aquatics Participation
    • Competitive Swimming for Individuals With Disabilities
    • Equitable Competition and Classification
    • Coaching Swimmers With Disabilities
    • Recreational Aquatic Activities
    • Summary
    • Chapter 12 Review

    About the Author

    Monica Lepore, EdD, is a professor at West Chester University of Pennsylvania in West Chester. A master teacher of adapted aquatics, Dr. Lepore has been an American Red Cross water safety instructor for more than 25 years. She has a degree in leadership in adapted physical education and was a recipient of the International Swimming Hall of Fame Adapted Aquatics Award in 2001. In 2006 she was named AAHPERD/AAPAR Adapted Physical Education Professional of the Year, and she has been on the Top 100 Aquatics Professionals list twice. She acted as chair for AAHPERD/AAPAR adapted aquatics from 2000 to 2005 and received a Meritorious Award from the Aquatic Council of AAHPERD/AAPAR in 2005. In her leisure time, Dr. Lepore enjoys swimming, biking, and hiking.

    G. William Gayle, PhD, CAPE, is a professor and coordinator of adapted physical education at Wright State University in Dayton, Ohio. A master teacher of adapted aquatics, Dr. Gayle has been an American Red Cross water safety instructor for over 20 years. He holds degrees from Virginia Tech and University of Wisconsin at LaCrosse and a doctorate in adapted physical education and psychology of mental retardation and developmental disabilities from Ohio State University. In 1988 he was inducted into the Ohio Wheelchair Sports Hall of Fame. He served on the AAHPERD/AAPAR adapted aquatics committee from 2000 to 2005. In 2006 he was inducted into the National Wheelchair Basketball Association Intercollegiate Division Hall of Fame and selected as Teacher of the Year in the College of Education and Human Services at Wright State University. He has provided adapted aquatics programs for university students and surrounding school districts for several decades. In his leisure time, he enjoys golfing, swimming, and traveling internationally.

    Shawn F. Stevens, EdD, is executive director of Edgemoor Community Center in Wilmington, Delaware. Dr. Stevens has been an American Red Cross instructor trainer for water safety, lifeguarding, first aid, CPR, and AED for 25 years, and he was an adapted aquatics instructor trainer for 18 years. Overall, he has provided leadership in conducting aquatics programs for 30 years, and he assisted with the development of the ADA Accommodation Resource Guide for the American Red Cross. In his spare time, he serves as a volunteer instructor trainer and leadership volunteer for the American Red Cross, and he also enjoys golfing and swimming.

    Sample Content

       
     Interview with Monica Lepore  Monica Lepore discusses how she got into the field of adapted aquatics  Monica Lepore discusses significant changes in the field over the next 10 years  Monica Lepore discusses the most challenging aspects of working in the field