Hydrotherapy

Physical Education and Health can be a difficult subject to integrate with students that suffer from severe physical disabilities. Many students with special needs require the aid of wheelchairs and walking frames to move about, students may be unable to support their own body weight unassisted and have very limited movement of some or all of their limbs. These factors, individually or combined, make it very difficult to plan physical education activities. One of the ways in which physical activity can be incorporated into the curriculum for special needs students is Hydrotherapy.

Hydrotherapy was developed in th 19th century by a Bavarian monk, Sebastien Kneipp, and involves the use of water to maintain and restore health. Various treatment options include spa's, water compresses, sauna's, steam baths and water aerobics/stretching. Hydrotherapy has many advantages for special needs students, the ability to stretch muscles they don't often use, freedom of movement, the ability to support their own weight and a calm and playful environment. Students with walking frames and wheelchairs are able to enter the water via ramps or hoisting devices. Hydrotherapy is a fantastic way for these students to develop muscle strength, relieve pain and develop balance and co-ordination whilst being free of their required apparatus.

Having personally assisted special needs students in hydrotherapy classes i found it amazing how students reacted to being placed in the water, they really enjoyed the freedom of movement and play that was afforded to them by the pool environment and the development of skills for balance and co-ordination was incredible.

Hydrotherapy in Canberra is available at a variety of places, [|Black Mountain School]has a special hydrotherapy pool which students use weekly.

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Macquarie Hospital, //Hydrotherapy//, http://www.machealth.com.au/Hydrotherapy/tabid/221/Default.aspx

Support for Learning (vol 16, Issue 2), (2003) //Designing for special education needs in mainstream schools.// retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/1467-9604.00189/abstract.

__Hydrotherapy Facilities at Malkara School__

The first three photographs were taken by Joel Mallett at Malkara School in Garran ACT on the 8th of July 2011.

Main pool

(a) Changing platform (b) Device used to move children from the changing platform to either the lowering device (c) or the pool itself. (c) Lowering device (see final image) (d) Spa

Lowering device

Child with teacher in hydrotherapy session at Malkara School. Photograph from Malkara School website (http://www.malkara.act.edu.au/)

Hydrotherapy Pools - School Use

Hydrotherapy encompasses a number of types of activities and therapies that take place in warm water. In the special needs setting it provides familiarisation with water as well as a number of activities and exercises that aid in both rehabilitation and development. A number of schools not only in the ACT but worldwide utilise this method to aid students with additional needs. The Department of Education and Training (2008) defines that “Hydrotherapy Pool or Pool: a heated pool specifically designed for the use of people having severe and multiple disabilities and for other therapeutic purposes. The recommended temperature for a hydrotherapy pool is 34 degrees Celsius”. Due to the buoyancy that water provides, students often find it easier to attempt activities that they may otherwise be reluctant to attempt. The buoyancy of the water has a stabilising effect as the body is immersed. Another force at play is the viscosity of the water. The viscosity helps slow down body movements and as with buoyancy provides a steadying force whilst in the water. It helps to provide increased resistance and aid in muscle development and balance. The third factor is the heat of the water. The water is heated to an approximate temperature of 34 degrees which has a relaxing effect on muscles and decreases the occurrence of spasm. Programs can be tailored to suit the needs of students of any age and with varying needs. A variety of equipment can be used to tailor the equipment to suit the individual. Some of this equipment may include: floatation aids, therapy mats, dumbbells, flippers which help increase resistance and build muscle mass, balls that help develop throwing and catching skills, diving toys to help encourage students to dive under the water and bath toys that may help to engage those students that are hesitant to participate in group activities as well as young children. A variety of equipment can be viewed at the below link:

 __[|Theraquatics] __

Hydrotherapy sessions usually follow a structure that incorporate a warm up, specific exercises designed to provide the maximum benefit to those participating, games and songs to aid in group bonding and ensure everyone is having fun and finally time for free play to allow students the opportunity to experiment on their own. In summing up a well implemented hydrotherapy program will potentially increase muscle strength, decrease pain and stiffness, increase fitness and flexibility, stimulate the senses, increase body awareness, improve balance and coordination, improve self-esteem and confidence, encourage students to attempt more difficult activities and provide for a more focussed and settled working time once back in the classroom. Having seen Hydrotherapy in practice on practicum the benefits are definitely worth implementation for students with additional needs.

References:

 Theraquatics (2011), Accessed July 13, 2011 from [|http://www.theraquatics.com.au]  The ACT Department of Education and Training. (2008). Accessed July 13, 2011 from [] // An introduction to Aquatic Activities. // (2001). Prepared by the Spastic Centre, NSW. Rinaldi, P. (2008). Occupation therapy Student. //High Need Physical Disabilities and Aquatic Therapy.// Rinaldi, P. (2008). Occupation therapy Student. //Play and Water In-Service for Malkara School.//