Last Updated25 November 2024

The information in this section aims to give some ideas on making your lesson more effective and keeping your student safe. Personalise these tips by combining them with the specific information you gain about the person’s abilities from your assessment.

Considerations for Teaching

People with a disability may have a single disability or can have a combination of physical, sensory, or cognitive disabilities.

For example, diabetes can cause amputation and visual impairment. A head injury may cause cognitive and balance issues.

For this manual, the disabilities are categorised into the main way the disability may be presented. Disabilities are functional impairments, categorised as:

Physical
Sensory
Cognitive

A good assessment is important to fully understand the strengths and needs of each person you are teaching. Even a basic knowledge of a person’s disability will build confidence and trust and allow you to work with the person to fully understand the effects of their disability on them and how best to teach them to ski or ride.

Often, a disability only exists in relation to the circumstances the person is in. By removing barriers and handicaps, physical and cognitive challenges may no longer have an impact.

For example, if you know that a person is anxious in groups, have them go through the lift line on the outside, or if someone is affected by bright light, suggest using extra dark goggles.

General Considerations

During the assessment of the student we establish their baseline traits (movement, balance, strength, behaviours, communication). We can use this as a baseline so that if you notice any changes that happen it will make it easier to establish the cause and act. Common causes of changes are:

Extreme temperatures, whether hot or cold, can affect both the core and extremities. Some individuals may be more sensitive to temperature changes or may not notice them at all. It’s important to check in with your student regularly, be mindful of your own comfort, and if you’re unsure, take their temperature or consider moving indoors or to a slope with a different exposure.

Fatigue can show up as overall tiredness or discomfort during certain movements or positions. It’s important to recognise when fatigue is setting in and take action, like resting or changing the activity. Some people may need more time to recover or should avoid getting too tired altogether. Keep an eye on energy levels and be ready to adjust the activity, take breaks, or choose less demanding exercises to prevent fatigue and ensure a better experience.

Excitement, unfamiliarity with the mountain environment, or simply not thinking about it can lead to neglecting food and water. It’s important to remind your student to take breaks for meals and hydration. Proper nutrition and staying hydrated are essential for keeping energy levels up, maintaining focus, and performing well. Encourage regular snacks and water breaks to help your student stay energised and ready to learn.