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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.

Intro to the Adaptive Assessment

The NZSIA Adaptive Assessment model works alongside the NZSIA Ski and SBINZ Snowboard teaching models, and all lessons follow the same structure. Adaptive adds in an added Assessment process so we can gain more information on how to maximise the students learning experience.

As with all lessons we need to ascertain the student’s on snow ability level, their goals, the equipment they will use, and the best teaching approach to take.

General questions about the student’s daily life, sports, work and interests, allows you to get to know the person. Using the CAP model will also give you valuable insight into who the student is. Information on general assessment and the CAP model can be found in both the NZSIA, SBINZ manuals.

With adaptive instruction we may also need to specifically assess considerations for the below:

  • Cognitive
  • Physical
  • Sensory
  • Medical and environmental

The student, and/or their whānau (family) are the experts in their disability. The instructor is the expert in teaching snow sports. Combining the student’s knowledge with your knowledge gives you both the best chance of success.

The instructor also needs to learn about any specific information relating to safety of the student, including medical risks and medications from the student. Will the student be affected by the mountain environment, the physical exertion, do they take any medications that might affect them or need to be administered by them during the lesson?

The assessment gives the instructor a baseline reference from which to observe changes that occur on snow that might need an intervention. When observing, asking questions, and testing always have the why in mind.

Cognitive
Cognitively the instructor needs to know the students behaviours, how best to communicate, any triggers, and motivators.
Physical
Physically the instructor needs to know how a student moves, their strength, balance and stamina to apply the movements used on snow. This will also form the basis for choosing which equipment will achieve success for the student.
Sensory
Sensory assessment allows the instructor to best adapt the way information is presented and if necessary how best to guide a student.
Medical & Environmental
The instructor also needs to learn about any specific information relating to safety of the student, including medical risks and medications from the student. Will the student be affected by the mountain environment, the physical exertion, do they take any medications that might affect them or need to be administered by them during the lesson?

Observe – Ask – Test – Reassess

Observe the student when you meet and greet them. Watch how they move and communicate, and how they relate to friends and whānau if there are any. Then ask the student questions, or if the student is unable, ask a support person, about themselves/student in a way that relates to why you need the information.

This focuses your questions and lets the student understand why you are asking. Then fine tune the information you have through more specific questions or testing. This may involve physical tests, with and without resistance, and sensory tests. Again involve the student in the why. We continue to Reassess throughout the lesson and watch for any changes which may be occurring.