• We say “children with disabilities” instead of saying
“working with disabled children” because they are children
first, who happen to have a disability.
• Focus on the positive, their abilities not disabilities; what the
player can do..
• People are liberated by their adaptive equipment. They are
not confined to wheelchairs. They are now mobile, with the use
of prosthetics or walkers.
• They need to be supported, encouraged, and praised like
anyone else but not patronized.
• Success is not measured in goals, but rather in accomplishments.
ENABLING LANGUAGE
SAY: (Not only to be politically correct, and to be positive not negative say….)
• Disabled
• Hearing impaired
• In an accident
• Wheelchair user
• Has Epilepsy/Cerebral Palsy
• Mental disability
• Developmental disabilities or delayed
• Down Syndrome
COACHING TIPS
• Your comfort level will increase with experience.
• Use bell balls, oversized, and/or brightly colored soccer balls.
• Use hula hoops for targets or to practice throw–ins.
• Simplify/break it down.
• Focus on one step at a time.
• Work on one task at a time to avoid over-stimulation and
frustration.
• Use a soothing, positive voice.
• Plan your practice, knowing that your plans will likely have
to be adapted to work with what/who you have for that
particular day.
• Have patience. Time may be needed for muscles to respond to
brain commands. Understand that you may have to repeat an
activity many times.
• Demonstrate often, visually and physically, while explaining.
• Adapt YOUR techniques, be creative and ask yourself, "What
will work?”
• Bring the activity to the player. For example, don’t make
the players chase after the ball if mobility or vision impairment
is an issue.
• Repeat, repeat, repeat with a lot of time for practice.
• Determine motivators.
• It is important to be aware of fatigue. Many players do not
participate in regular exercise. They will need several breaks.
• Anticipate behavioral reactions due to fatigue, to avoid
frustration.
• Praise and encourage often, but sincerely; high 5’s.
• Do not take the challenge out of the activity.
• Be flexible. Allow the players to do what they can, allow
for partial participation, and give positive feedback and
reinforcement.
• All players are different and are individuals. What works for
some may not work for others. Determine each player’s needs.
• As with any program, let a player know if his or her behavior is
unacceptable. Use Time Outs.
• Strive for player independence.
Encourage players to carry his/her own equipment.
Let players do things for themselves but within their
energy levels.
Offer assistance, if asked, or if the need seems obvious.
Enable children to do what they can.
• Safety first, fun second and learning last.
COMMUNICATION
Talk to your players about their disabilities and what works for them. Speak directly to the player. Don’t assume the person is mentally impaired just because they have difficulty speaking.
With the vision impaired:
• Don't cringe at the references to seeing.
• Let a visually impaired or blind person guide you.
• Help correct, direct, a visually impaired blind person by
using your voice.
• Use your Buddies.
With the player who has difficulty speaking:
• Be patient - Let him or her set the pace.
• Don't talk for the person but give help when needed.
• Keep your manner encouraging rather than correcting.
WHAT WHEELCHAIR USERS WANT YOU TO KNOW
• Don't move a wheelchair without first asking the person
if it is okay.
• When pushing a wheelchair up or down stairs, ramps or curbs,
ask how he or she wants your help with these obstacles.
• Don't lean on a person’s wheelchair will talking to him or her.
The wheelchair is the person’s “personal space.”
A TEACHING MODEL
• Introduce the skill. "First we’re going to learn how to dribble
the ball."
• Assess the player - watch for interest level, attention span,
anxiety, physical ability, etc.
• Present and share information - "This is how we dribble the ball."
• Practice - "OK, now you try it."
• Feedback - "Hey-great job!" Or "That was close, let's try again."
• Check for understanding - Ask questions to determine if they
understand. Or ask what part was difficult for them.
• Summarize what was learned - “ Hey, you just learned how to
dribble the ball!”
13. HAVE FUN
• Exaggerate what you're doing
• Make it fun! Laugh!
REMEMBER THAT WE ALL HAVE DISABILITIES--- IN SOME OF US, THEY SHOW