Task analysis

ACTIVITY ANALYSIS, TASK ANALYSIS, PERSON FIRST TERMINOLOGY, DISABILITY SENSITIVE TERMINOLOGY, ADAPTATION, ACCOMMODATION, ACCESSIBILITY, INCLUSION, INCLUSION TECHNIQUES, BARRIER/BARRIER REMOVAL, BARRIER-FREE DESIGN, SENSORY, ACCESSIBLE PUBLIC TRANSPORTATION, ADAPTED SPORTS ORGANIZATIONS, QUAD RUGBY, GOALBALL, VOLLEYBALL, LOW IMPACT, WATER EXERCISE, QUADRAPLEGIA, VISUAL IMPAIRMENTS/BLIND, MULTIPLE SCLEROSIS, JUMPING JACK EXERCISE, AUTISM, DOWN’S SYNDROME

Activity Analysis: on volleyball, quad rugby, goalball or water exercise, then teach ONE TASK from the sport in your video.

Task Analysis: on serving a volleyball, passing a quad rugby ball, blocking a goalball, doing a low impact jumping jack (see document on (“TASK ANALYSIS”)

2. Experts must have experience either directly with the disability you are researching, or with the skill/activity you are teaching. Just because someone is an RT, it does not mean they are an “expert” with every disability and every adapted sport. You need to name the organization, and an individual in the organization that has real “expertise” with the disability or the sport/skill/activity. You can include their experience if the organization they work for does not adequately describe their expertise. For example, an RT who has taught adapted aquatics privately for a decade, may currently be working at Easter Seals. The organization does not tell us that she is an expert in adapted aquatics. You will have to state that, if that is the case. TWO EXPERTS AND THEIR ORGANIZATIONS, TWO SETS OF INTERVIEW QUESTIONS ARE REQUIRED

3. A barrier-free environment includes everything from physical/architectural barriers such as steps for a wheelchair user, to sensory barriers such as only print material for someone who is blind, to social or attitudinal barriers such as untrained staff who are not sensitive to the individual and their disability and create adaptations or safety rules that are not appropriate for the situation. CONSIDER THE FACILITY THE ACTIVITY OCCURS IN AND THE TYPICAL LIMITATIONS OF THE DISABILITY TO ADDRESS COMMON BARRIERS THE INDIVIDUAL WITH THE DISABILITY MAY HAVE TO OVERCOME.

4. Communication issues include how we take in and give out information. If the disability creates a specific communication deficit, address how you will overcome that deficit (a deaf child needs a sign language interpreter or some specific signs that relate to the sport/task being taught or visual directions in some form that they can utilize effectively). A below-knee amputee with no other disabling conditions will not have a communication deficit and YOU CAN STATE THAT. The amputee can communicate in a typical fashion. You just need to provide how YOU will teach THEM in your video.

5. Explore the term “adaptive equipment”. It does not include personal equipment such as hearing aids, glasses, “everyday” wheelchairs, medical equipment, medication or “everyday” prosthesis. It DOES include anything that assists them in performing the task such as sport wheelchair, flotation device, beeping ball, or a large print bingo card, a running prosthesis. People with disabilities do not have to utilize safety equipment that the general public does not utilize, without a specific evidence based reason. You must state the SPECIFIC reason you are requiring safety equipment if you decide your individual with a disability will use safety equipment during the activity.

6. WHAT IS INCLUSION? WHAT IS THE GOAL OF INCLUSION? WHAT ARE INCLUSION TECHNIQUES? Those of you who have taken “Inclusive Leisure Services” should refer to your text. Others can research these issues online. State the reason for your inclusion accommodations/adaptations.

7. Does everyone who has a disability qualify for Special Transportation Services? State whether or not the individual qualifies for accessible PUBLIC transportation.

8. Community resources must be disability and AGE appropriate. Name the organization and the services that organization provides that you believe are useful to the individual with a disability. BE SPECIFIC.