HUMPHRIES' ASSESSMENT OF AQUATIC READINESS (HAAR) A ...

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Author’s Note The development of the Humphries Assessment of Aquatic Readiness (<strong>HAAR</strong>) stemmed from my experiences with individuals with disabilities in the aquatics setting. During my experiences I learned that the most affect way to instruct individuals in the aquatics setting was provide an environment for these individuals that would provide them the optimal chance for success. In searching for an assessment instrument that encouraged and nurtured this type of environment, I came across the Halliwick Method. This teaching method provides the means to create that type of environment. This assessment and the activities associated with it were developed in hopes to provide the adapted aquatics community with an instrument to ensure that instruction specific to the needs of the student would be able to be provided. 4
Introduction Aquatics and Special Populations The aquatic environment has been shown to provide improvements in many areas for individuals with disabilities. The aquatics environment has been used to aid in the promotion of improved health and fitness; as well as providing social benefits and promoting self-esteem (Block & Constar, 2007). The physical capabilities of individuals with neuromotor impairments and with mild spastic dipleia have been improved with the use of the aquatic environment (Getz, Hutzler, & Vermeer, 2006; Mackinnon, 2003). The aquatic environment can also promote an increase in morale and body image (Benedict & Freeman, 1993), improvement in mood (Berger & Owen, 1992), and a decrease in depression in most individuals with disabilities (Stein & Motta, 1992). The benefits that the aquatics environment can provide for individuals with disabilities make it a useful tool for professionals in adapted physical education and activity. Least Restrictive Environment and Individuals with Disabilities Act of 2004 The benefits of an aquatics program can provide a student with a disability the chance to interact and engage in activities in a least restrictive environment (LRE). Establishing a LRE is a goal of the Individuals with Disabilities Education Act (IDEA, 2004). It states that to ensure the rights for students with disabilities, education in the LRE must be ensured. This means that the student has the right to be educated in an environment with as little modifications and restrictions as possible, and with the assurance that he/she will be provided with enough support to be successful in that educational setting. The law’s purpose is to ensure that students with disabilities are given “free and appropriate public education; nondiscriminatory testing, evaluation, and 5
Page 1 and 2: HUMPHRIES’ ASSESSMENT OF AQUATIC
Page 3: V. Activities for Phases Bath Time
Page 7 and 8: assessment instrument, it must have
Page 9 and 10: obtained on the student from these
Page 11 and 12: aquatics assessments are based on t
Page 13 and 14: problems associated with an individ
Page 15 and 16: aquatic principles such as safe pos
Page 17 and 18: “(a) an increased interest in eco
Page 19 and 20: time of the initial screen test, wi
Page 21 and 22: administrator placed a 1 for that t
Page 23 and 24: Phases of HAAR Phase 1: Mental Adju
Page 25 and 26: Phase 5: Independent Movement in Wa
Page 27 and 28: 3. Equipment 4. Formation: the form
Page 29 and 30: Equipment None required but you can
Page 31 and 32: Variations/Modifications The studen
Page 33 and 34: Procedures The student is to be tol
Page 35 and 36: on the device. If support is needed
Page 37 and 38: A B C D Variations/Modifications A
Page 39 and 40: Activity Noodle Kick II Target Task
Page 41 and 42: Phase 5: Independent Movement in Wa
Page 43 and 44: Variations/Modifications None 43
Page 45 and 46: Individuals with Disabilities Educa

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