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Disabled Living Newsletter

as been healthcare the 1950’s. en Awards.

July 2019

KIDZ TO ADULTZ WALES & WEST 5th July - seminar programme

UNICORNS & ZOMBIES Exciting new book launch

SWIMMING Supporting people with disabilities

MICROCOSM MINDFULNESS What is this?

Charity number: 224742


Welcome to Our Supplier Directory The following suppliers have recently joined our directory...

Qimova UK Ltd


Explore Our Key Features

Kidz to Adultz Wales & West exhibition information....................................................................4 Reassurance as a form of support...............................................................................................6 Microcosm Mindfulness...............................................................................................................9 Unicorns, Zombies and Other Stories........................................................................................12 Moving and Handling training....................................................................................................14 Supporting a child with FOP......................................................................................................18 Swimming for people with disabilities........................................................................................21

Summer's day out at Windsor Castle Summer is one of our balloon prize winners from Kidz to Adultz South. Her family won a day out to Windsor Castle!

Find out more about our Kidz to Adultz events and prizes at: www.kidzexhibitions.co.uk


90+ RS BITO I H X E

These FREE exhibitions are a one stop shop for the most up to date advice and information on mobility, funding, seating, beds, communication, sensory, transition, education, housing, employment, accessible vehicles, transport, style, sports, leisure and much, much more. Visit: www.kidzexhibitions.co.uk/kidz-wales/exhibit-at-kidz-to-adultzwales/kidz-to-adultz-wales-exhibitors-list/

Seminars at Kidz to Adultz Wales & West For professionals and parents, children are welcome. Experts are on hand throughout the day to answer any questions. Certificates of attendance available on the day. Entry is on a first come first served basis.

Time

Seminar

9.30am

Evidence Based Sleep Strategies Helen Rutherford Sleep Practitioner The Children's Sleep Charity

10.30am

11.30pm

Getting the Most from Your EHC Plan Polly Sweeney Partner and Head of Educational Law Irwin Mitchell LLP Bathing - the Right to Play Kate Sheehan DipCOT Occupational Therapist The OT Service 12.30pm - 1.00pm Break

1.00pm

The Challenges of Hoisting Children Colin Williams Category Sales Manager – Overhead Hoists Etac R82

2.00pm

The Why, When, Where and How of Toilet Training Children with Additional Needs Davina Richardson RGN/RSCN BSc (Hons) Children’s Continence Advisor Bladder and Bowel UK – Disabled Living

3.00pm

Facilitating Admissions for Children with Complex Needs for Elective Surgery Martyn Wood Paediatric Disability Clinical Specialist University Hospital Bristol NHS FT


Reassurance as a Form of Support

Sam Smith, our regular contributor to the Disabled Living newsletters has been working with vulnerable adults with complex physical needs for 4 years, supporting them in their own homes to lead fulfilling lives. He helps promote independence, choice and inclusivity by putting the service user first and ensuring their voice is always heard. Supporting people to achieve longterm goals is one of Sam's main priorities. He does this through regular key-working sessions and evaluations. Sam will provide an insight into his day to day work, share his opinions and pass on invaluable tips. Every single person that I support is completely different with regards to their level of ability. Some of them are completely dependent on staff support for every aspect of their lives. However, there are also those for whom staff support is an occasional interference in their otherwise untethered lives. Now, you may think that the latter of the two is the more straightforward as they require only minimal support, but this isn't necessarily the case. Emotional support brings with it its very own set of nuanced challenges that simply aren't present with the more physical side of things. It can also be extremely difficult if, like me, you find difficulty in expressing your own feelings, let alone talking with another person about theirs.

These clients can often accomplish a lot by themselves but will opt to have you do it for them because they believe it to be 'easier'. But really, it's no easier because it means in the future they'll ask more and more of you and do less and less for themselves. I think the key is to take it slowly and in stages to ensure they're able to advance comfortably at their own pace. An example of putting this into practice (and this is obviously dependent on the individual's ability level) could be that when you're getting your client ready of a morning, you ask them to put an item of clothing on whilst you make their breakfast. This then allows them time to do the required task at their own speed, without someone stood over them watching.


Go at their pace, go at your pace, talk to them on their level, try using clinical language, be hands-on, take a step back, and so on. Finding the right approach is key, and once you've come across one that works for you both, that's half the battle done.

It does take time to synchronise to someone else's routine to that extent, and it's one of those things that will come naturally given time, rather than being forced early on. However, people are a strange breed, and will often take the easiest route when given a choice. A number of individuals I work with are capable of doing so much more than they let on, but are quite content to let other people do everything for them. This is because they're used to having everything done for them, hence they've grown accustomed to it. This means that having to then break this way of thinking becomes something of an uphill struggle, to say the least. What you're doing, in essence, is making things hard in the short-term to make them easier in the long-term. Quite often, however, the person you're supporting doesn't see things this way at all. Instead, what they choose to see is a staff member 'not doing their job' or 'telling them what to do'. They can't or won't look ahead to the future and what they could be achieving 3 months, 6 months, 1 year down the line; they tend to focus more on the here and now. So it pays dividends to be infinitely patient and don't be afraid to try different methods if the first one doesn't succeed.

Consistency is also very important, and doubly so when you're working alongside a team. You need to ensure that every individual is on-board with whatever you decide and follows it to the letter. If you don't, you risk slipping back into old habits and you'll be wasting everybody's time. Going back to what I mentioned earlier regarding talking things through with clients, a good technique is to talk to people in pairs. This takes a lot of the pressure off you if the client isn't a big talker, as you can bounce things off of each other and build up more of a dynamic interaction. It also means, from a slightly more practical perspective, that one of you can do the talking, while one of you can document everything you discuss. Attempting all of this on your own means you may either miss out on something being said as you're writing it down, or you'll forget to write something down as you're too busy listening to what's being said. What a lot of this boils down to is trial and error, seeing what works for you and/or your clients, and sticking at it until such time as a change arises. Nothing I've put forward is likely to illicit an immediate outcome, rather it's to be persevered with, but you'll hopefully start reaping the benefits before too long, both for you and the people who you support! Sam Smith Support Worker & Freelance Writer


Vibrant Office Accommodation 5 Minutes from Manchester City Centre Our fully accessible, bright work environment is competitively priced and available on flexible terms. With access to on-site discounted meeting and training rooms, we provide a comprehensive package for our tenants.

From individual rooms to a suite of offices

Redbank House, St Chad's Street, Manchester, M8 8QA Web: redbankhouse.com Tel: 0161 214 5959 Email: info@redbankhouse.com


Microcosm Mindfulness: Quiet Spaces in Public Environments

Isabelle Hunter is a Manchester School of Art Illustration with Animation graduate whose multidisciplinary practice explores animation, sculpture and textiles to produce multi-sensory experiences. With an interest in the grey area between natural and unnatural, her work draws inspiration from micro-details within the natural world that appear unnatural and otherworldly. Her more recent work explores the relationship between art and mindfulness through creating multi-sensory workshops and experiences that encourage the practice of mindfulness through interacting with art. Living in Manchester and falling naturally more introverted, I often found myself feeling overwhelmed and burnt out. This came from a combination of sources; living day-to-day in a loud, busy urban environment, the stress of university deadlines, worries about the past or future and even my addiction to digital technology (social media in particular). I felt constantly bombarded by noise and distractions, and desperately craved quiet and stillness. Perhaps this has happened to you? Maybe you’re dwelling over a conversation or argument that happened in the past or your mind is concerned by the future, worrying over possible scenarios or outcomes. Alternatively, you are in a loud, busy environment with multitude of noises and movements that overwhelm your senses and your mind.

Fundamentally, you’re craving peace and quiet, internally and externally. Introducing... mindfulness meditation. I found it to be the solution I had been in search of. Mindfulness is a mental practice that involves drawing and holding awareness to the present moment. It can be practiced by focusing on micro-details within your environment or within a specific activity you are undertaking. Begin by drawing your attention to each sense; what do you see? What do you smell? What do you hear? What do you feel? Examine layers of each sound, smell, noise or touch, focusing on the tiny details; this is mindfulness. By closely examining your present environment, your mind is completely present.


You are no longer multi-tasking or distracted, your mind is quiet. Naturally, your mind might begin to wonder in which case, notice when it does and gently draw it back to the present by focusing on your senses. Mindfulness meditation not only helps to create calm and de-stress; it trains a ‘mental muscle’. The practice of focused attention on the present moment builds tolerance to withstand longer periods of concentration and patience for larger problem solving. When feeling overwhelmed it allows you to disconnect from distractions and stresses, and calmly reconnect with the present. It is accessible to anyone as mindfulness techniques can be applied to any day-to-day activity. For example, when walking up the stairs, attention can be drawn to every step, every movement and every sense involved in the activity, even breathing. Not only did I find mindfulness meditation beneficial, I found art making to be a really cathartic process. This introduced me to explore the relationship between mindfulness, art and positive mental health. The outcome was Microcosm Mindfulness a quiet, multi-sensory environment that introduces the public to mindfulness meditation through interacting with art. The space is made up with unusually shaped, ambiguous white Lycra pillows that function as calming sensory/stress pillows as well as canvases that I project colourful animations onto. The public are invited to focus their attention on each sense as they interact and experience art within the space, consequently practicing mindfulness. Coral reefs have a significant influence of the aesthetic of projected animations as well as the structure of the pillows. I’ve always found calming properties in watching marine-life documentaries such as Blue Planet by David Attenborough; the range of colours, texture and structures in coral reefs provides a diverse visual experience. Water, the seaside and the ocean all have calming effects of the mind, influencing a meditative state.

Perhaps it is the slow, fluid and calm movements of plant and marine life that project a similar energy onto the viewer. The space also draws inspiration from microscopic plant cells viewed at Manchester Museum’s herbarium. Exploring micro-details within the natural world was a personal practice of mindfulness.

The idea of a sensory environment was inspired by sensory rooms such as those at Redbank House, part of Disabled Living. As mindfulness meditation is an exploration of each sense in the present, I wanted to create a space that was both calming and also an environment that encourages participants to engage with their senses. Benefits of sensory rooms include: 1. Sensory stimulation – a space that encourages people to explore their senses in a controlled environment so that they’re able to more positively react and interact with their senses in the general world. 2. Enhanced learning and cognitive development – Sensory play engages different area of the brain, allowing them to develop, leading to increased concentration, focus and attention. 3. Promotes mental and physical relaxation for individuals that may be overactive, distressed or overwhelmed.


As Microcosm Mindfulness is inspired by sensory rooms, it can benefit children and adults with disabilities as well as individuals that want to practice mindfulness, explore their senses or more simply, just want peace and quiet! What originally started as a search for a personal soon has now developed into a space can be beneficial for anyone. I have since worked towards promoting the importance of having access to quiet spaces, controlled sensory stimulation and even the importance of making time to practice mindfulness, especially in busy public environments.

*T&Cs may apply

Email: info@redbankhouse.com Tel: 0161 214 5959

Microcosm Mindfulness is a space that is allinclusive, inviting those with and without disabilities to explore and seek benefits from multi-sensory environments. It also functions as an introduction to mindfulness meditation and such skills can be developed it everyday life to improve mental wellbeing.

Isabelle Hunter Art Illustration with Animation Graduate Email - izz.hntr@gmail.com Tel: 07837732172


Unicorns, Zombies & Other Stories Written and Illustrated by The Shaw Centre

The Shaw Centre is a registered charity and has a day service called The Shaw Centre day service. The Shaw Centre day service which was founded approx 30 years ago was until July 2011 known as Landridge House. The Shaw Centre day service is a small service providing day care for up to 111 Adults with Learning Disabilities (18 – 65yrs). The service was initially set up by a group of parents who were not happy with the service then provided for Adults with Learning Disabilities. It grew from being staffed purely by volunteers relying on donations to what we are today, a service purchased by social services* employing 6 people. The project is block purchased by Adult Social Care; this means all people are referred to us by the Community Learning Disability Team. We are open 5 days a week and are based in the Redbank House in Cheetham. A group of adults who attend The Shaw Centre which is a service for adults with learning disabilities based in Cheetham Hill, have with help from Noel Fagan and Chellie Carroll written and illustrated 4 short children’s stories. Initially the plan was to simply set up a creative writing group giving the group a chance to express themselves using their imaginations and words. Noel would help them formulate the sentences from their ideas and descriptions and Chellie would guide them through the illustration process.

The stories they wrote are a mixture of originals and a play on a well-known children’s story. “The Unicorn in the garden” is true happy ending fairy story; the idea and characters come from Althea and Laura’s imagination. The illustrations were skillfully drawn by Tom, Laura and Laura “Paul’s Story” is by Paul, it his take on a trip to Blackpool. The words were brought to life by Christine and Martin. “The Zombies of Colliers Island” was collaboration between Martin and William, both who enjoy watching films. The illustrations were done by Martin, Brian, Laura and Althea. “Pinocchio” was Christine’s follow up from the Pinocchio story we all know and love. She also illustrated it. The final result excelled expectations and a decision was taken to self-publish the book.


The aim of the book is not to make money but to raise awareness of what can be achieved by people who have limited, if any literacy skills, in this instance the people we support, Adults with Learning Disabilities. The book was launched on Thursday 20th June during Learning Disability Week 2019. The event celebrated the group's achievement and shown everyone what can be realised with a little extra help and imagination. The Shaw Centre www.theshawcentre.org.uk

Sainsbury's trials new sunflower lanyard initiative to help customers with hidden disabilities Sainsbury’s has announced the extension of a new trial to help enhance the shopping experience for customers with hidden disabilities. The trial enables customers with hidden disabilities to collect a lanyard which indicates to colleagues that extra support is needed Following a successful launch at Sainsbury’s Barnstaple store, the retailer will be rolling it out to further stores this month Sainsbury’s is the first supermarket to trial the initiative as it continues to build on its vision to be the UK’s most inclusive retailer

www.about.sainsburys.co.uk/news/latest-news/2018/14-082018-lanyards-trial


Moving and Handling - Update for Trainers Have you updated your training delivery? Do you know the latest information and professional guidance available for your Moving and Handling training? Are you aware of recent legal cases which you can use to refresh and update the training you deliver?

This interactive training day will help you reflect how you train and assess learners. Offering a participative theoretical and practical session each delegate will achieve satisfaction that they have updated and consolidated their knowledge and skills related to their work. A wide range of topics can be included in the course which uses relevant legislation and current guidance, equipment and techniques.

Content Review of Law, Guidance and Legal Cases Law, guidance and legal case up-date: what’s new Assess implications of changes Review of Safe Manual Handling Principles and Techniques Practical Demonstration and Practical Workshops

Dates 19th September 2019 9th October 2019 Presenter: Elizabeth Hallows Chartered Physiotherapist MCSP LPC (Back Care Management) Target Group: Moving and Handling trainers and advisors. Cost: ÂŁ95 plus VAT - includes light lunch and refreshments Venue: Disabled Living, Burrows House, Worsley, M28 2LY How to book Booking forms can be completed on the Training Section of our website at: www.disabledliving.co.uk/training

Individual bookings and bespoke group bookings for your organisation taken for this course


Moving and Handling People - Train the Trainer Are you responsible for training others safe Moving and Handling in your role? Are you responsible for carrying out Risk Assessments and Handling plans?

Now a 4-day training course

Do you need to plan training courses and deliver your training to a variety of different people?

Content Relevant legislation and guidance Factors to be considered when carrying out a Manual Handling Risk Assessment How to carry out a Risk Assessment Techniques and equipment that can be used to reduce risk when Moving and Handling Correct techniques used to assist those with mobility needs and how to teach this to others Controversial techniques in order to teach people the safest way to move someone How to identify individual learning needs plus aims and objectives of a training session How to prepare a lesson plan How to deliver a session and evaluate a training session How to feedback and support when learning safe techniques

Dates 13th, 17th, 18th & 26th September 2019 4th, 8th, 11th & 15th November 2019 Presenter: Elizabeth Hallows Chartered Physiotherapist MCSP LPC (Back Care Management). Target Group: Nurses, Physiotherapists, Occupational Therapists and others who have responsibility for carrying out Manual Handling Risk Assessments and training. Cost: ÂŁ650 plus VAT - includes light lunch and refreshments, Open Awards registration, verification and certification. Venue: Disabled Living, Burrows House, Priestley Road, Worsley, M28 2LY How to book Booking forms can be completed on the Training Section of our website at: www.disabledliving.co.uk/training

Individual bookings and bespoke group bookings for your organisation taken for this course.


Grants for Individuals Disabled Living has access via the Directory of Social Change to over 1,500 charities who provide grants to children and adults. The grants may range from £10 food vouchers to larger contributions including grants for domestic items such as washing machines, wheelchairs and housing adaptations. Via the Equipz helpline we may be able to assist you or your clients to access funds which may be available from: • General Charities • Livery Companies, Orders and Membership Organisations • Armed Forces Charities • Occupational Charities • Charities by Beneficiary • Illness and Disability Charities

Trefoil

Eligibility Young people under the age of 25 years with particular needs which may be psycho/social or of a physical nature or both which may adversely affect their development and/or independence. Types of grants The purpose of the grant should be to support personal development (personal, social and/or emotional) and/or independence for eligible individuals. Applicants may be required to provide detailed project proposals for consideration www.trefoil.org.uk

Barchester’s Charitable Foundation

Eligibility Older people and other adults with a disability across England, Scotland and Wales. Types of grant It gives grants to help reduce isolation and loneliness, promote group activities and generally improve people's independence, mobility and quality of life. Grants range from £100 to £5,000. www.bhcfoundation.org.uk

Glasspool Charity Trust Eligibility Individuals in need on a low income Types of grant The Trust provides funding for household items such as white goods, furniture, clothing, baby needs, educational computer needs, specialist disability equipment, driving lessons/tests and travel to hospital. www.glasspool.org.uk/home/homepage Disabled Living Equipz Team 0161 607 8200

Email: info@disabledliving.co.uk


Grants for Organisations Disabled Living has knowledge of a wide range of charities who provide grants to organisations. Each month we will highlight new funding opportunities.

The Allen Lane Foundation

Eligibility The Foundation funds small community groups and voluntary organisations working with specific beneficiary groups including the elderly, and people experiencing mental health difficulties. Type of grants Examples of previous funding activities include advocacy, self help groups, arts activities and befriending. The maximum grant is £15,000, either as a single grant, or over two or three years. http://allenlane.org.uk/

Youth Endowment Fund

Eligibility Applications are welcomed from charities and social enterprises, public sector agencies (including schools, local authorities, police forces) and for-profit organisations operating in England and/or Wales. Organisations can apply in partnership, with one organisation as the lead applicant. Types of grants It will support interventions and community partnerships working with children at risk of being drawn into crime and violence, and build up our knowledge of what works to prevent that. www.sibgroup.org.uk/youth-endowmentfund

Nationwide Building Society – Community Grants Eligibility This fund is open to registered charities, charitable incorporated organisations, Community Land Trusts[1] and housing co-operatives. [1] Community Land Trusts can be registered with the charity commission or OSCR in Scotland, the Financial Conduct Authority or with Companies House as a community interest company ltd by guarantee. Companies or community interest companies ltd by shares are not eligible for this fund. Types of grants Nationwide grants are between £10,000 and £50,000 and the funding period is between one and two years. www.ukcommunityfoundations.org/our-programmes/nationwide Disabled Living Equipz Team 0161 607 8200

Email: info@disabledliving.co.uk


Supporting a Child with FOP Guidebook

The book ‘Supporting a child with FOP: a practical guide to their learning journey’ was written by Helen Bedford-Gay, mother of Oliver who has FOP and a trustee of the charity FOP Friends, as a guide for parents, teachers and children. Due to the broad audience of this book it is informative whilst being accessible to parents and teachers, who may find long medical terms overwhelming. The focus of this book is on guiding children through school and offering them support. At the same time, it gives schools a better understanding of FOP, and in turn of other disabilities, as well as the requirements of children with SEN and offers practical ways for them to support these children. This book also informs and provides support to parents and families who may be struggling with their child’s diagnosis or struggling to cope in general.

General overview – what it’s about/ what it covers This book is intended to aid children through their school years, with specific chapters focusing on advice for both schools and teachers. It also offers advice for parents and families of children with disabilities, covering parental and sibling anxiety as well as advice to help with the child’s anxiety and selfesteem.

FOP Friends work with individuals and families across the country and around the world, whose experiences living with FOP influenced the writing of this book. It features quotes from individuals with FOP and their family members. Medical professionals were also consulted during the process of writing this book, offering a specialist view to living with FOP or any disability or condition.

The book covers a range of topics from understanding SEN to caring for a child with FOP to considerations that can be made for children at school, highlighting how it can aid children as they move through their school life.

To find out more about FOP and the charity, visit: www.fopfriends.com

This book provides advice to maximise the child’s school experience and emphasises the importance of social interaction at school. In order to achieve this, there is advice for schools and teachers to ensure children are included at every opportunity.


It offers alternatives to obstacles that may arise due to FOP (or other disabilities) including examples of adaptive classroom equipment and adjusting break times or lessons (e.g. PE lessons) at school to ensure children feel comfortable in their environments and are not excluded. How it will help people who don’t have FOP Although this book has a focus on FOP, a large part of the book is not FOP specific and can be adapted to suit a multitude of disabilities and conditions. The requirements of children with additional physical and emotional needs are the same, regardless of what specific disability or condition they have. This book addresses those needs in a generalised way to support all children with SEND.

The chapters on practical considerations, school and adaptive solutions in particular can be applied to any child with any form of disability as the advice and support offered is not FOP specific. This book also provides examples of the statutory guidance and support present for pupils with SEND in the UK, giving schools a guide they can use to ensure they are meeting the standards of the law. Additionally, there are a multitude of charities and organisations mentioned that support and advise families generally and with relation to SEND. Safa Ashraf Supporting a Child with FOP’ guidebook

Visit Disabled Living's Online Shop

Visit: www.disabledliving.co.uk/online-shop or call: 0330 053 5930.

We are delighted to be working in partnership with Complete Care Shop to provide you with a comprehensive online shopping facility for equipment and products to make life easier. Complete Care Shop has over 250,000 in stock items at competitive prices offering you choice from a wide range of manufacturers including mobility aids, daily living products, continence supplies together with telecare and telehealth equipment. In addition, Complete Care Shop has a reputation for excellent customer service which made the decision to enter into this partnership an easy decision to make! The main advantage of purchasing via the Disabled Living website, is the opportunity for you or your clients to speak to Occupational Therapists or Continence Specialists for free impartial help and advice, ensuring unnecessary purchases are not made.


I am a female Master’s Student who is in need of participants to interview.

WHO AM I LOOKING TO PARTICIPATE? WOMEN AGED 18-30 WHO HAVE A PHYSICAL DISABILITY WHAT AM I RESEARCHING?   HOW DISABLED WOMEN EXPERIENCE FEMININITY; The way society constructs ideas of femininity How this works in conjunction with disability And how disabled women experience this in everyday life

WHY am I researching this? To provide a voice/ platform for disabled women, that so far has been absent or ignored in popular culture and the academic world.

Thank you so much for anyone willing to take part in my research! Contact Anna via email: 2426814C@student.gla.ac.uk


Swimming for People with Disabilities - The Halliwick Concept

For over 50 years people with disabilities have benefited from water activities using the Halliwick concept. Halliwick was developed by James McMillan, known as Mac, with his wife Phyl. Their aim was teaching swimming to children, with disabilities, who attended the Halliwick School in London. From simple beginnings the Halliwick method has become a worldwide phenomenon. Mac and the instructors in the first Halliwick club, ‘Halliwick Penguins’, in North London were swimming teachers. Halliwick was developed by, and for, non-medical people. The Halliwick concept has developed and progressed over the years but continues to be based on Mac and Phyl’s original ideas described here. Mainstream swimming teaching has developed in the wake of the Halliwick concept so that Halliwick sessions may not seem dissimilar from mainstream swimming lessons. However the following outline of both the philosophy of the Halliwick concept and the Ten Point Programme give a flavour of what the Halliwick concept is about. The Philosophy of the Halliwick Concept Positive Thinking Participants in Halliwick sessions are called ‘swimmers’, the focus is on their ability in the water and their disabilities are often considered inconsequential.

Water Happiness The emphasis is on water happiness and enjoyable pool sessions with an aim towards maximum benefit for participants. Instructors are in the water, with a one to one relationship with swimmers, supporting swimmers according to need and encouraging confidence and independence. Enjoyment is enhanced through games, for both younger and older swimmers alike. It has been said, ‘we don’t stop playing because we grow old, we grow old because we stop playing’. New skills learned are incorporated into games and often the most reluctant swimmers enjoy the games the most. Games are not always structured; simple game-like activities serve as a good introduction, particularly adult swimmers. Sometimes playfulness has to be learned. As swimmers progress, the games may offer a greater challenge thus increasing motivation.


Enjoyment tends to be greater where there are others to share with, thus a group of five or six swimmers is ideal. Teach in a Logical Order Each activity in the Ten-Point Programme is carefully considered and introduced only when the previous skills are mastered. ‘Make haste slowly’ is the maxim. Each stage in learning a skill is the platform to the next stage. If any stage is not thoroughly learned and assimilated swimmers’ subsequent learning may be compromised. No Floatation Aids Halliwick teaches that floatation aids inhibit learning of vital water safety skills such as breathing control and submerging activities. They lead to poor body positions, a false sense of security and reliance on the aid. On the other hand, without floatation aids swimmers can learn to control unwanted rotation and can potentially experience independent and free movement in the water. The Ten Point Programme Point 1: Mental Adjustment Swimmers should be prepared both mentally and physically from the outset. They need to leave adjustment to gravity, as experienced on land, behind and adapt to adjustment to the upthrust of the water. They need to become confident in relaxation and in breathing control. Relaxation is letting go of all unnecessary tension. Increased tension may result from psychological factors e.g. fear of water. Many adults who have not previously learned to swim tell of an incident in their childhood that led to a profound fear of water. It may be that the swimmers do not admit their fear and instructors need to notice the signs e.g. as gripping, breath holding, and reluctance to allow faces near the water. The aim is to give assistance and support to help people overcome their fear.

Learning good breathing control is fundamental to water safety and confidence. Swimmers are encouraged to exhale every time their face approaches the water and to continue exhalation while submerged. This reduces carbon dioxide levels in the bloodstream thus inhibits inhalation. With practise this becomes automatic.

Point 2: Disengagement Swimmers reduce their reliance on their instructor e.g. decreased: vocal support – not having to remind the swimmer to ‘blow’ eye contact – support swimmers from behind rather than in front physical contact – from full support to little or no support. Both mental adjustment and disengagement are continuous processes. As swimmers acquire each new skill they practice until they are confident and independent. Then a more advanced skill is introduced and the process starts again. Disengagement is a discipline for instructors in addition to swimmers. The rotations (points 3-6) In the water bodies move in three dimensions and to achieve independence in the water swimmers need to be control these movements. This is the reason for an emphasis in the Halliwick concept on inhibiting rotational movement or ‘rotations’, then learning to initiate the rotation.


Rotations are the physical forces that act on swimmers to realign their centre of buoyancy and centre of gravity when these are out of alignment. Swimmers need to learn to control unwanted rotations and to initiate correct rotations to move in the water and to gain balance and control. This emphasis is not usual in mainstream swimming teaching although the same skills are necessary for water competence. Children without disabilities will learn to control rotations through play in the water. However those who are nervous of the water or people with disabilities can be taught how to control rotational movement through Halliwick concept. Control of rotations is normally taught in the following order: head, arm and trunk and then leg. Details of the rotations are given in points 3-6 below. Point 3: Transversal Rotational control (forwards / backwards) Swimmers may start to learn about this by controlling their vertical balance, continuing with initiating the rotation by going from the vertical to a back float and then regaining the vertical. At a later stage they go from the supine, through the vertical and into a prone position. The ultimate transversal rotation is the somersault. Point 4: Sagittal Rotational control (side to side) Swimmers begin by stepping sideways. For children who cannot reach the pool floor, an activity called ‘motor bikes’ gives them experience of sagittal rotation as they (supported by their instructors) lean from side to side and wind their way round the other ‘motor bikes’. Point 5: Longitudinal Rotational control (axis from head to foot) Swimmers first practice this in the vertical e.g. changing direction progressing to a sitting position, being passed around a circle of instructors, ‘pass the parcel’. In the horizontal, the swimmers inhibit the rotation, as the instructor says ’don’t let me roll you’ then it is on to initiating and controlling the rotation, until a 180° roll is attained.

Point 6: Combined Rotational control This is the ability to control any combination of the above rotations. Swimmers rotate from a vertical position to a supine, or from a supine e.g. backstroke position to the vertical when approaching the poolside. This rotation can also be used to enter the water from the poolside. The ultimate demonstration of the combined rotation is a tumble turn. Point 7: Upthrust Swimmers need to adapt to the buoyancy of water and to lose their fear of sinking. Breathing control must be well developed before swimmers experiment with upthrust.

Point 8: Balance in Stillness Swimmers learn to float whilst making only the minimum movement required to maintain one position. By the time this point is introduced, the skills mastered (above) ensure that a stable floating position is maintained and few people are true sinkers. Point 9: Turbulent Gliding Swimmers float in the turbulence created by instructors, usually by moving their hands under the swimmers shoulders. The swimmer glides in the direction of the turbulence and must constantly make minor readjustments to the body to remain balanced and counteract any rotations. Point 10: Simple progression and a basic swimming movement Propulsive movements are made with hands, legs or a whole body movement, and then onto a basic stroke. The original double arm backstroke is still often preferred.


About the author Beryl Kelsey qualified as a nurse in both psychiatry and learning disability. As a nurse she became interested in teaching swimming to people with disabilities and developed a swimming programme for the residents of three hospitals.

Conclusion Mental adjustment and disengagement are thus crucial to the following eight points in the programme. Swimmers are introduced to a new point and make a little progress before the next point is introduced. Further progress is made and the next point is introduced. The end result is ‘water free’ swimmers ready to create their own propulsive movements. For information about the Halliwick concept please visit: www.halliwick.org.uk

She qualified as an ASA (Amateur Swimming Association) teacher and later as a Halliwick Instructor and Lecturer. She has run a Halliwick club for twenty years and lectures on Halliwick courses in the UK and abroad. She is active in The Halliwick Association of Swimming Therapy and has served on the Executive Committee of the International Halliwick Association. For information on courses, Tuesday 20th to Friday 23rd August 2019 in York please email: kelsey59@kelsey59.karoo.co.uk Beryl Kelsey Halliwick Association of Swimming Therapy

New public buildings to have Changing Places toilets for severely disabled people Changing Places toilets for severely disabled people to be made mandatory in new buildings used by the public, under government proposals Buildings covered will include shopping centres, supermarkets, sports and arts venues Proposal expected to add facilities to more than 150 new buildings a year

www.gov.uk/government/news/new-public-buildings-to-havechanging-places-toilets-for-severely-disabled-people? fbclid=IwAR3wSlQAw399HIScI9kRWUY4hmrer5lYq1v6xqrms0JbL VWY2zjzb9OSCoA


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Disabled Living Newsletter July 2019  

This edition includes information on our Kidz to Adultz Wales & West event and seminars, swimming for people with disabilities, a new book l...

Disabled Living Newsletter July 2019  

This edition includes information on our Kidz to Adultz Wales & West event and seminars, swimming for people with disabilities, a new book l...