Focus on the Ability in Disability

By Caroline Ciulla M.Ed. Special Education

All children should have the opportunity to experience the enjoyment of ice skating. As a coach, you have the opportunity to make a positive difference in the lives of the children you instruct, regardless of their abilities.

You may discover that some of your skaters have a disability. To help you to take the “dis” out of “disability,” take a moment to think of the challenges you face in life. Now, despite those challenges, don’t you try to continue on with life as normal and be a productive member of society? People strive to accomplish what they want in life, but it certainly doesn’t help when a label is placed on them, restricting certain opportunities.

People with disabilities deal with being labeled every day. A label should only be used as a medical or educational diagnosis, and nothing more. Even though a person may have a disability, it doesn’t mean that that label should confine them to certain negative stereotypes. Using a label tells us very little about a person. It is wiser to get to know each person as an individual and get to know their strengths, interests, preferences, fears, and frustrations. It is always best to use “People First” language to describe which disability a person has and not to define the person. Instead of saying, “He’s Autistic,” it is better to say, “My student with Autism” or “My student who has Autism.” As a society, we need to avoid labeling and focus more on people as individuals first.

When a child with a disability participates in an activity, such as ice skating, the child’s parents have the right to decide whether or not to share their child’s disability with you. In the event that they are open about it, here are some helpful hints for instruction:

Don’t be nervous about asking parents about their child’s disability. Education is appreciated.
Get to know the child as a person first.
Find out the child’s interests and incorporate into instruction.
Keep structure to your lessons (warm up, review previous skills, introduce new skills, incorporate a game).
Be flexible and go with the flow. Don’t get upset if your lesson didn’t go as you had planned.
Understand the characteristics of the disability.
Identify triggers of frustration for the skater.
Be aware of any or all sensory issues.
Use a lot of repetition in your teaching.
Make your skater a study guide of new elements taught.
Use visuals (picture cards, whiteboards, demonstrations).
Find the best time to schedule a skater’s lessons (busy sessions can be very loud and cause anxiety).

Never assume a child has a disability. Instead, communicate with the parents. Tell them the strengths you see in their child. Show compassion and that you care about their child’s progress. If needed, also ask for advice on how to deal with any special circumstances, such as behavioral issues, that may arise. After all, they know their child better than anyone else. However, if you do approach a parent, make sure that you have this discussion in private and not in the presence of other parents. Some parents might be very private about their personal lives or are having a hard time accepting the fact that their child has been diagnosed with a disability. All parents want to see their child experience life, be accepted, and have positive social interactions just like all of the other kids his or her age. In time, and with your acceptance and patience, hopefully, they will come around and open up to you.

Teaching Tips

Teach as a team. Definition of a team: A group of people who share a purpose or task and depend on each other over an extended period of time. Don’t we depend on our skaters as much as they depend on us?
Learning is circular: We all learn from each other.
Teach in a way that is meaningful. Get to know the interests of the skater.
Behavior = Communication. No child wants to get their feelings hurt by the reactions we give to “bad behavior.”
Gain trust: Take time to get to know your skater first as a child. Their disability does not define them as a person. Anything is possible when you have trust and understanding.
Believe: “Believe a child can learn and they will. Believe that you can make a difference and you will.”
You may think you are only teaching a child how to ice skate, but you are also teaching trust, independence, socialization, and social interaction.

Disability Etiquette

It is natural to feel nervous about the unknown. When someone is unfamiliar about a disability, they may feel lost as to how to approach a conversation with the person who has the disability. They may focus so much as to what not to say, that they end up saying the wrong thing or using the wrong choice of words. Below are some ways to effectively communicate using the right etiquette.

Speech disability etiquette – Never assume that there is also an intellectual disability as well. Learn their best way to communicate. Make sure to gain eye contact with them and stay attentive. Give them time to respond. Be patient and encourage them to speak instead of speaking for them.
Hearing disability etiquette – Do not shout unless they ask you to speak up. Make sure your lips are visible and you are not covering them with your hands. Make eye contact before giving directions. If they ask you to repeat yourself, repeat yourself.
Visual disability etiquette – Identify yourself and others that you are with. Give lots of descriptions when explaining the area in which you are working.

General List of Types of Disabilities and Helpful Hints for Instruction

Autism Spectrum Disorder (ASD) – is a complex developmental disorder that can cause problems with thinking, feeling, language and the ability to relate to others. It is a neurological disorder, which means it affects the functioning of the brain. The effects of autism and the severity of symptoms are different in each person. In 2013, the American Psychiatric Association merged four previously distinct diagnoses into one umbrella diagnosis called ASD. Characteristics of this disorder fall into three categories: communication problems; difficulty relating to people, things, and events; and repetitive body movements or behaviors.

Helpful hints: It is important to understand that individuals can share common characteristics on the spectrum, yet ASD is unique to the individual and will be different for every person. Many people with autism have normal cognitive skills, while some have cognitive challenges. Keep structure and routine. Find out if the child has an interest and incorporate it into your teaching. Find out how the child best communicates. Ask parents if any words, sounds, motions, smells, etc. can make the child easily frustrated.

Learning and Attention Issues – Learning and attention issues are brain-based difficulties in reading, writing, math, organization, focus, listening comprehension, social skills, motor skills or a combination of these. Learning and attention issues are not the result of low intelligence, poor vision or hearing, or lack of access to quality instruction. It is a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. Skaters with LD have a difficult time receiving information, processing that information and then being able to communicate that information back through an action or answer.

Helpful hints: Remember that children with learning and attention issues are as smart as their peers and with the right support will be able to achieve at a high level. During the time it takes you to explain what swizzles are (receive/process), show the skaters how to do it (process/store), and then have the skater show you how to do it (respond), the LD skater is still trying to process the new word “swizzle.” This can be very frustrating for a child who is trying to stay with the group. Use structured learning environments (keep routine the same; this will decrease fears of the unknown) and a lot of repetition.

Down Syndrome – Caused by an extra chromosome 21. There are three types of Down syndrome: trisomy (95%), translocation (4%), and mosaicism (1%). People with Down syndrome have increased risks for certain medical conditions such as congenital heart deficits, respiratory and hearing issues. All people with Down syndrome have cognitive delays but range from mild to moderate. Common physical traits include low muscle tone, small stature and an upward slant in eyes.

Helpful hints: Keep routine (use of transition picture cards of each activity). Use frequent rewards and a lot of repetition before building to higher skills. Avoid power struggles (continue with the lesson and, hopefully, the child will follow your lead) and use animated positive feedback.

Attention Deficit Hyperactivity Disorder (ADHD) – Characteristics of ADHD include difficulty paying attention, a high degree of restlessness and a lack of impulse control. ADHD and LD can sometimes go hand in hand.

Helpful Hints: Build in short free-time breaks. Help reduce interruptions by creating a secret signal that won’t embarrass your student but will notify them that they need to refocus on skating.

Emotional/Behavioral Disorder – A child exhibiting one or more of the following: 1. Difficulty to learn that cannot be explained by intellectual, sensory or health factors. 2. Difficulty to build or maintain satisfactory relationships. 3. Inappropriate types of behavior or feelings under normal circumstances. 4. A general mood of unhappiness or depression. 5. A tendency to develop physical symptoms or fears.

Helpful hints: Keep a routine and be sure to notify in advance any changes to routine (will there be a new instructor this week?). Use smaller classes. If possible, remove the audience when behaviors arise. Give choices to reduce the behavior. Use a lot of positive reinforcement.

Sensory Integration Disorder – Difficultly taking in or interpreting how to perceive sensory input through sights, sounds, touch, taste, smells and movement. If a skater is over-sensitive, the humming of a rink compressor might be too much. If they are under-sensitive, they might bang into things and fall without noticing due to under-reactivity to pain or touch. This can cause issues with daily functions, social and family relationships, regulating emotions, self-esteem, and learning.

Helpful hints: Over-sensitive skaters need much more soothing and regulating, slower transitions and a great deal more patience. Under-sensitive skaters need a lot of structure and containment as well as a respectful, regulated and soothing environment.

Physical Impairment — Refers to a broad range of disabilities that might be congenital (born with the condition) or a result of injury, muscular dystrophy, multiple sclerosis, cerebral palsy, amputation, heart disease, pulmonary disease or some other cause.

Helpful hints: Learn how the physical impairment affects the skater. See if your facility has sleds or walkers that you can use. Some may need to have inserts put in their skates by a professional. Ask if wheelchairs are allowed on the ice.

When we take the time to educate ourselves and others, we take away the stereotypes that can get in the way of making something wonderful happen. Did you know that one adult can make a positive difference in the life of a child? Go out there and BE that ONE adult. Thank you for spending your time to educate yourself.

Sources: National Center for Educational Statistics, The State of Learning Disability 3^rd edition, National Down Syndrome Society, Autism Speaks, healthline.com, Epilepsy Foundation, DSM-5

Caroline Ciulla is a special educator for Brockton Public Schools in Brockton, Mass. She also a works as a skills trainer for the Brockton Area Arc. She grew up skating in ISI and coaching in ISI District 1. She was a speaker on behalf of FMC for special needs learn-to-skate programs at the 2013 ISI Arena Conference and Trade Show.