Last Updated25 November 2024

In this chapter we will explore how to assess the student’s disability and how we can decide on which equipment might be needed and/or teaching style will be best to reach the students goals.

When making these decisions we need to refer back to the “adapting principles” to guide us to maximise the students’ safety, fun and achievement.

Cognitive Assessment

The term cognitive is used loosely to cover disabilities that relate to how the brain functions and may involve intellectual ability, information processing, coordination, or behaviour.

Where possible aim to get the information you need from the student but use support people and whanau as well especially where the student is unable to answer your questions. It may also be useful to arrange for a carer to meet you after you have spent some time with the student to gather more information after you know the student better.

The basic information the instructor needs for a successful lesson can be broken down as follows:

Communication

Assess how the student communicates. Observe interaction with others. Verbal, non-verbal, simple, complex. Single or multiple instructions. Find out how the student will communicate if there is an issue that needs addressing during the lesson, i.e. stress, hunger, pain, toilet, cold, tired.

Sample questions: “So we can get the best out of the lesson what is the best way for me to give instructions?” “If something goes wrong while we are on the hill how will I know?”

Behaviour

Assess and find out the students normal behavioural traits.

Find out if there are any challenging behaviours and what approaches to take to manage these. Using the same tactics the student is aware of will bring
consistency and a greater chance of success.

A sample question: “To give him the best experience possible can you let me know if Sam has any behaviours that I need to be aware of?” “What would the best way to manage these on the hill?”

Motivations

Find out what interests the student has. Depending on the disability these may just make a lesson more enjoyable, may be a focus for most of what you do, and may be good as a distraction.

Triggers

Is there anything that might happen on the slopes that might upset the student and what are some strategies to use if this happens. Triggers may be environmental, physical, cognitive, or social.

Hot Tip

A useful Tool to remember these steps is the say “COM - BEH - MOT - TRI”