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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.

Sensory Assessment

A sensory impairment is a condition where one or more of the senses — sight, hearing — are not functioning normally. Sensory impairments can significantly impact a person’s ability to interact with their environment and perform everyday activities. The two most common types of sensory impairments are visual and hearing impairments.

Hearing Impairment

Assess how much the student can hear, is one side better than the other, what sign language they use.

If the student needs to communicate using sign language they may have an interpreter with them or we can write down on paper/phones to relay information. It is beneficial to learn some common signs e.g. “I need the bathroom, I’m cold, Somethings wrong, I’m hungry…”

Vision Impairment

For our Vision impairment assessment we use the OBSERVE, ASK, TEST, REASSESS approach.

Our aim is to assess the student’s visual acuity, and field of vision, and their response to light and colour. Use this information to know how best to present information and the best approach for the sighted guide.This will include knowing where to position yourself relative to your student in terms of direction and distance as well as the type of clothing to wear.

If the student is not totally blind you can assess their depth of vision, visual field, and acuity. Assess both eyes and then one eye at a time. Always check these assessments outside in the conditions you will be skiing in as well as inside.

First we observe the student and how they are moving around.

  • Are they being guided?
  • Are they looking directly at you?
  • Are they using a cane or guide dog?

This will give us some information on how they may wish to be guided on snow.

Next we ask the student what they can see. How much, at what distance, and what their peripheral vision is like. Ask how light or shade affects their vision, what colours they can see best and if their sight is different in either eye.

If applicable, use this information to choose a colour to wear that the student can see best when on snow.

If the student is not totally blind you can Test their depth of vision, visual field, and acuity. Assess both eyes and then one eye at a time. Always check these assessments outside in the conditions you will be skiing in.

  • How far away can they see you? (Distance)
  • In what detail? (Detail)
  • How far to each side can they see? (Range)

Walk backwards away from your student until they can’t see you. This is the maximum distance you should be away from your student. It may vary in different positions and light conditions. Come back to the point at which they can see you. Then with the student looking forward step sideways in both directions until they can’t see you in their peripheral vision. When communicating and guiding the skier you should position yourself inside this zone.

Try these assessments using bright clothing and high contrast clothing, such as black with a white stripe, to see what aids the student’s vision the most.

Throughout your time with the student you may need to reassess. As the snow and light conditions change this may affect their vision.
Hot Tip
The extra brightness on the slopes may reduce their vision and very dark lenses will help. For others, vision may be enhanced with a light coloured UV lens.