Adaptive Techniques

ADAPTIVE
TECHNIQUES
INSTRUCTOR GUIDE
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Advisory Committee
Jay Barth Steve Rattle
Fraser Bathgate Sandy Shaw
Richard Cullen Sherri StoughIerley
Jeff Currer Scott Taylor
Jurg Dahler Cody Unser
Stefano Fei Shereen Williams
Kelly Fischer Gary Wyant
Georgia King Ernst Van der Poll
Garry Lanes
John Marrable Medical Review
Trevor Prager Dr. Christine Penny,
Steve Prior MRCP, MRCGP, PG DipMed
Syed Abd Rahman Sci Diving and Hyperbaric
Medicine
PADI Adaptive Techniques

Specialty Course Instructor Guide
© PADI 2017
Items in the Appendix may be reproduced by PADI Members for use in PADI-sanctioned training,
but not for resale or personal gain. No other part of this product may be reproduced, sold or
distributed in any form without the written permission of the publisher.
® Indicates a trademark is registered in the U.S. and certain other countries.
Published by PADI
30151 Tomas
Rancho Santa Margarita, CA 92688-2125 USA
Product No. 70249 (Rev. 10/17) Version 1.0
2 Specialty Course Instructor Guide

Adaptive Techniques
TABLE OF CONTENTS
INTRODUCTION
How to Use this Guide 5
Course Philosophy and Goals 5
PADI’s Approach to Divers with Disabilities 6
Course Flow Options 7
Note to PADI FreediverTM Instructors 7
SECTION ONE
Course Standards 8
Standards at a Glance 8
Instructor Prerequisites 9
Student Diver Prerequisites – Adaptive Techniques Specialty 10
Student Diver Prerequisites – Adaptive Support Diver 10
Supervision and Ratios 10
Confined Water Sessions 11
Open Water Sessions 11
Site , Depths and Hours 11
Materials and Equipment 12
Assessment Standards 13
Certification Requirements and Procedures 13
Links to Other Courses 13
SECTION TWO
Knowledge Development 14
Conduct 14
I. Introduction 14
II. Adaptive and Holistic Teaching 16
III. Assisting Divers with Disabilities 22
Specialty Course Instructor Guide 3

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SECTION THREE
Confined Water Workshop One: Adaptive Techniques 31
Confined Water Workshop Two: Teaching and Assisting 39
SECTION FOUR
Open Water Workshop One: Adaptive Techniques 42
Open Water Workshop Two: Briefing and Guiding 44
APPENDIX
Adaptive Techniques Knowledge Review Part 1 48
Adaptive Techniques Knowledge Review Part 2 50
Adaptive Techniques Knowledge Review Part 1 Answer Key 52
Adaptive Techniques Knowledge Review Part 2 Answer Key 54
Disability and Diving Reference 56
Buoyancy and Trim Chart 62
PADI Specialty Training Record – Adaptive Techniques Course 63
PADI Specialty Training Record – Adaptive Support Diver Course 65
Learning Agreement 67

Adaptive Techniques
INTRODUCTION
This section includes suggestions on how to use this guide, an overview of course
philosophy and goals, course flow options to show you how course components work
together, and describes ways you can organize and integrate student diver learning.
How to Use this Guide

This guide speaks to you, the PADI Adaptive Techniques Specialty Instructor. The guide
has four sections: the first contains standards specific to this course, the second contains
knowledge development, the third considers confined water training, and the fourth
details the open water workshops. The appendix contains helpful information and support
materials.
All required standards, learning objectives, activities and performance requirements specific
to the PADI Adaptive Techniques course appear in boldface print. The boldface assists
you in easily identifying those requirements that you must adhere to when
you conduct the course. Items not in boldface print are recommendations for your
information and consideration. General course standards applicable to all PADI courses are
located in the General Standards and Procedures section of your PADI Instructor Manual.
Course Philosophy and Goals

PADI’s approach to diver education has always been inclusive; everyone who meets
prerequisites is welcome as explained in the disability section of the PADI Instructor Manual
and PADI’s Guide to Teaching. PADI Professionals have a long and successful history of
working with divers with disabilities. This course builds on that foundation by enhancing
the training received in PADI leadership level courses, and further expands their abilities
to be student-centered and prescriptive in approach when adapting techniques to meet
diver needs. PADI Pros learn to adapt course content to accommodate virtually any student.
This course focuses on increasing awareness of differing abilities and explores adaptive
teaching techniques to apply when training and diving with physically and mentally
challenged divers.
The PADI Adaptive Techniques Specialty course provides PADI Professionals with practical
techniques and approaches proven to be effective when teaching and assisting divers with
physical or mental challenges. This requires taking the time to explore abilities with student
divers and to discover together how each diver can comfortably enjoy scuba diving and/or
freediving using adaptive techniques. In addition, a subset of this course, the PADI Adaptive
Support Diver, will interest divers who want to learn how to support dive buddies who
would benefit from these techniques.

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The goals of the PADI Adaptive Techniques Specialty course are to:
1. Help PADI Professionals become more aware and mindful of individual considerations
when introducing people with disabilities to diving.
2. Provide PADI Professionals with adaptive techniques that can be applied while
supervising and training divers with disabilities in PADI courses and programs.
3. Help PADI Professionals properly counsel and direct student divers, based on their
abilities, toward PADI certification, PADI experience programs, or toward a disabilities-
dedicated diving organization for limited certification programs. There is a list of these
organizations on the PADI Pros’ Site.
4. Help PADI Professionals learn additional techniques to motivate and encourage student
divers with mental and or physical challenges.
The goal of the PADI Adaptive Support Diver subcourse is to equip divers with helpful
techniques for buddying with divers with disabilities. While this course will interest anyone
who dives with a diver with disabilities, many of the techniques discussed and practiced
apply to any diver.
PADI’s Approach to Divers with Disabilities

Diving’s healing power is well documented through amazing stories of triumph over
adversity, illness and hardships – sometimes when nothing else worked. In diving, many
people find hope they never had before. Subsequently, the PADI Adaptive Techniques
Specialty course (and the associated PADI Adaptive Support Diver subcourse) are designed
to increase awareness of this and to challenge the common misperceptions about obvious
or hidden “disabilities.” To achieve this, the focus is on respect and what potential divers
can do rather than on what they can’t do.
One important part of respect is using the “right” words to refer to and describe people.
This is a sensitive issue and varies significantly from place to place. Some welcome terms
such as “differently abled” while others reject them as politically correct jargon. Some
prefer using “mentally or physically challenged” while others state simply, for example,
that they are deaf, not “hearing impaired.” There is some agreement that putting people
first by using “person with a disability” is better than calling someone a “disabled person.”
It’s important to follow cultural and societal norms for your area and, if in any doubt, one
sure way to show respect is to ask. For consistency, course materials will refer to people
interchangeably as mentally or physical challenged or people with a disability, depending on
the context. Adapt this convention to suit your region if necessary.
A key concept discussed in the course is to avoid any preconceptions when welcoming
divers with disabilities; they may surprise you. Some will be well able to meet performance

Adaptive Techniques
requirements for certification as PADI Open Water Divers and beyond. Others will be
satisfied with experience programs (such as Discover Scuba Diving) and some will benefit
from referral to specialist organizations that offer limited certifications.
Another important concept is that when welcoming anyone with physical or mental
challenges into a course, you need to be realistic from the start – both in terms of planning
and logistics, and in terms of discussing individual considerations with prospective student
divers. Explain the options clearly up front to avoid unrealistic expectations. If it’s unlikely
that someone will be able to meet certification requirements, let the individual know. If it’s
likely that someone will need extra time for knowledge or skill development, let the student
diver know that too. Depending on an individual’s ability, success may require an extended
course schedule, an extremely gradual progression and multiple assistants.
Course Flow Options

This course consists of knowledge development, two confined water skill development
workshops and two open water workshops. It’s recommended that you conduct the
knowledge development session before the confined water workshops. Confined Water
Workshop One must precede Open Water Workshop One, and Confined Water
Workshop Two must precede Open Water Workshop Two.
You may rearrange skill sequences within each workshop; however, the sequence
of workshops must stay intact. You may add more confined or open water sessions
as necessary to meet student divers’ needs and assure their comfort level. Organize
your course to incorporate environmentally friendly techniques throughout each dive,
to accommodate student diver learning styles, logistical needs and your sequencing
preferences.
Note to PADI FreediverTM Instructors

Although this outline primarily addresses scuba diving, PADI Freediver Instructors may offer
the Adaptive Techniques Specialty and the Adaptive Support Diver courses to freedivers
who want to learn more about adaptive techniques. Just as the PADI Instructor Manual
is written to be inclusive of divers with disabilities, the PADI Freediver Program Instructor
Guide is also written to be inclusive of freedivers with disabilities. To assist you, this guide
has reminder notes identifying when to cross reference the PADI Freediver Program
Instructor Guide for help in choosing freediver program skills for the prescribed specialty
course exercises.
Thoughout the guide, you should interchange “divers” with “freedivers” and “PADI
Divemasters” with “PADI Master Freediver,” etc. as applicable.

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SECTION ONE
Course Standards
This section includes the course standards, recommendations and suggestions for
conducting the PADI Adaptive Techniques Specialty and PADI Adaptive Support Diver.
Standards at a Glance
Topic PADI Adaptive Techniques Specialty
Minimum Instructor PADI Adaptive Techniques Specialty Instructor

Rating
Prerequisites PADI Divemaster or PADI Master Freediver

EFR Primary and Secondary Care training within 24 months
Minimum Age 18 years
Ratios Confined Water: 9:1

Open Water: 6:1
Site, Depths Depth: 18 metres/60 feet; 6-12 metres/20-40 feet recommended

and Hours
Hours Recommended: 16
Materials and Instructor: Student Diver:

Equipment • PADI Adaptive Techniques • Standard equipment as
Specialty Instructor Guide outlined in the PADI Instructor
Manual, General Standards and
• Disability and Diving Reference
Procedures (or PADI Freediver
(found in Appendix)
Program Instructor Guide)
• Buoyancy and Trim Chart
(found in Appendix)
• Instructor equipment as
outlined in the PADI Instructor
Manual, General Standards
and Procedures
• PADI Freediver Program
Instructor Guide (if a PADI
Freediver Instructor teaches
the course)

Adaptive Techniques
Topic PADI Adaptive Support Diver Specialty
Minimum Instructor PADI Adaptive Techniques Specialty Instructor

Rating
Prerequisites PADI Open Water Diver or PADI Freediver

EFR Primary and Secondary Care training within 24 months
Recommended: Peak Performance Buoyancy Diver
Minimum Age 15 years
Ratios Confined Water: 9:1

Open Water: 6:1
Site, Depths and Depth: 18 metres/60 feet; 6-12 metres/20-40 feet recommended
Hours
Hours Recommended: 10
Materials and Instructor: Student Diver:

Equipment • PADI Adaptive Techniques • Standard equipment
Specialty Instructor Guide as outlined in the PADI
Instructor Manual, General
• D
isability and Diving Reference
Standards and Procedures
(found in Appendix)
(or PADI Freediver Program
• B
uoyancy and Trim Chart Instructor Guide)
(found in Appendix)
• Instructor equipment as
outlined in the PADI Instructor
Manual, General Standards
and Procedures
• P
ADI Freediver Program
Instructor Guide (if a PADI
Freediver Instructor teaches
the course)
Instructor Prerequisites
To qualify to teach the PADI Adaptive Techniques Specialty, an individual must be a
Teaching status PADI Open Water Scuba Instructor (or PADI Freediver Instructor) or
higher. PADI Instructors may apply for the PADI Adaptive Techniques Specialty Instructor rating
after completing a Specialty Instructor Training course with a PADI Course Director (or PADI
Freediver Instructor Trainer) or by providing proof of experience and applying directly to a PADI
Regional Headquarters. (Proof of experience includes documentation of training divers with

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disabilities from a dedicated organization.) For further detail, reference Membership Standards
in the General Standards and Procedures section of your PADI Instructor Manual.
Student Diver Prerequisites – Adaptive Techniques Specialty

By the start of the course, a dive professional must be:
1. Certified as a PADI Divemaster (or PADI Master Freediver) or higher.
Exception: PADI Divemaster candidates-in-training may participate in this course; however,
PADI Divemaster certification is an exit requirement.
2. At least 18 years old.

3. EFR Primary and Secondary Care trained within 24 months.
Student Diver Prerequisites – Adaptive Support Diver

By the start of the course, a diver must be:
1. Certified as a PADI Open Water Diver (or PADI Freediver) or have a qualifying
certification from another training organization. In this case, a qualifying
certification is defined as proof of entry-level scuba certification with a
minimum of four open water training dives.
2. At least 15 years old.
3. EFR Primary and Secondary Care trained within 24 months.
Note: For all student divers, but particularly for those under age 18, assess maturity,
knowledge, skills and inwater comfort level to ensure they have a reasonable expectation
of successfully completing the course.
Supervision and Ratios

You may have certified divers enrolled in the course who have some form of disability
and may ask them to help enhance learning by providing valuable insight and realism
based on their personal perspectives. You may also choose to invite people with physical
and mental challenges, divers or nondivers, to participate in workshops for those same
reasons. However, if you do, be sure to first privately obtain their permission and discuss
expectations before clearly explaining their role during workshops to the other course
participants. Use conservative judgment regarding supervision and ratios.Observe each
individual’s comfort level while assessing risk before, during and after each workshop.

Adaptive Techniques
A Teaching status PADI Adaptive Techniques Specialty Instructor must be present

and in direct control of all activities and must ensure that all performance
requirements are met.
Confined Water Sessions

The ratio for confined water sessions is nine divers per instructor (9:1). This is based
on groups of three, consisting of one diver with a simulated disability and two support
divers. Ratios are maximums based on ideal conditions.
Open Water Sessions

After all divers have successfully demonstrated the required skills, the instructor may
exercise indirect control while divers practice any previously mastered skills.
The ratio for open water sessions is six divers per instructor (6:1). This is based on
groups of three, consisting of one diver with a simulated disability and two support divers.
Ratios are maximum based on ideal conditions.
Site, Depths and Hours

Choose sites with conditions and environments suitable for completing requirements.
Shallower dives will provide divers with more time to complete tasks. Use different
open water dive sites, if possible, to give students divers experience in dealing with a
variety of environmental conditions (incorporate environmentally friendly techniques
throughout each dive) and logistical challenges such as realistic entry and exit
considerations for divers with disabilities.
Depths
6-12 metres/20-40 feet recommended
18 metres/60 feet maximum
Hours
The PADI Adaptive Techniques Specialty includes two confined water and two
open water workshops. Recommended minimum hours are 16.
The PADI Adaptive Support Diver course includes one confined water and one
open water workshop. Recommended minimum hours are 10.

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Materials and Equipment

Instructor
Required
• PADI Adaptive Techniques Specialty Instructor Guide
• Disability and Diving Reference (found in the Appendix)
• Buoyancy and Trim Chart (found in the Appendix)
• Instructor equipment as outlined in the PADI Instructor Manual, General
Standards and Procedures
• PADI Freediver Program Instructor Guide (if a PADI Freediver Instructor teaches
the course)
Recommended
These are suggestions and are not always required. Base your selection on previous
experience and anticipated needs to prepare course participants for situations they
may encounter.
• Extra weights in small increments for student trim (ankle weights, clip-on weights etc.)
• Cable ties, D-rings and/or carabiners to attach trim weights
• Specialized weight systems
• Swimming aids (such as webbed gloves)
• Diver propulsion vehicles (DPVs), if you are a DPV Instructor
• Purge valve masks
• Full face masks, if you are a Full Face Mask Diver Instructor
• Wheelchair (or normal chair to facilitate divers with paraplegia)
• Lycra stockings, gloves, plastic bags, suit lube, rubber mats, etc. to assist in donning of
wet suits
• Crutches
• Blindfolds/blacked-out masks (with black skirts)

Adaptive Techniques
• Popup tents or similar for privacy during changing/personal care

• Cooling spray/towels for hot climates or heaters for cooler climates
• Catheter, urinary collection bag and/or stoma bag (to develop an understanding of
urinary/bowel issues)
• Transfer boards
• Transfer belts
Student Diver
Required
Standard equipment as outlined in the PADI Instructor Manual, General Standards
and Procedures (or PADI Freediver Program Instructor Guide).
Assessment Standards
To assess knowledge, have students complete the Knowledge Review(s) found in
the Appendix. For the Adaptive Techniques Specialty course, dive professionals
must complete both Knowledge Review parts. For the Adaptive Support Diver
course, students must complete Knowledge Review Part 1 only. Prescriptively
review questions answered incorrectly or incompletely. Ensure students
understand what they have missed.
Divers must also demonstrate accurate and adequate knowledge as defined by
applying knowledge development learning objectives during confined and open
water workshops and must perform all skills – procedures and motor skills –
fluidly, with little difficulty, in a repeatable manner with minimal or no stress.
Certification Requirements and Procedures

To qualify for certification, divers must complete all performance requirements
for the PADI Adaptive Techniques Specialty or the PADI Adaptive Support Diver
course. The instructor certifying the diver must ensure that all certification
requirements have been met.
Links to Other Courses

PADI Adaptive Support Diver credits toward PADI Adaptive Techniques Specialty and credits
as an Adventure Dive for the PADI Advanced Open Water Diver course. Divers may credit
the specialty certification toward the PADI Master Scuba Diver rating.

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SECTION TWO
Knowledge Development
Conduct
Use the following teaching outline to cover the knowledge development learning objectives
and course content for the PADI Adaptive Techniques Specialty and PADI Adaptive Support
Diver course. The result should be divers with theoretical knowledge and pragmatic
experience who can adapt what they have learned in this course to their specific locations,
conditions and divers.
I. Introduction
Note to Instructor
Introduce yourself and assistants. Explain your background with adaptive techniques if
your students aren’t familiar with you. Ask them to introduce themselves and explain their
expectations about the program. Discuss with students any feelings and thoughts and
concerns they may have regarding the upcoming training. Emphasize the importance of
empathy and expect some nervousness and apprehension. Try to create a relaxed, positive
atmosphere. If you’re not mentally or physically challenged yourself, if possible, have divers
with disabilities present to directly discuss their concerns and expectations.
A. Course Goals
1. The goals of the PADI Adaptive Techniques Specialty course are to:
a. Help PADI Divemasters and Instructors become more aware and mindful
of individual considerations when introducing people with disabilities
to diving.
b. Provide Divemasters and Instructors with adaptive techniques that can
be applied while supervising and training divers with disabilities in PADI
experiences and courses.
c. Help PADI Divemasters and Instructors properly counsel and direct student
divers, based on their abilities, toward PADI certification, PADI experience
programs, or toward a disabilities-dedicated diving organization for limited
certification programs.
d. Help PADI Divemasters and Instructors learn additional techniques
to motivate and encourage student divers with mental and or
physical challenges.

Adaptive Techniques
2. The goal of the PADI Adaptive Support Diver subcourse is to equip divers with
helpful techniques for buddying with physically and mentally challenged divers.
B. Course Overview and Schedule
Note to Instructor
Discuss the course sequence, meeting times and other information about all class sessions
and training dives. Build excitement about the course, particularly the confined and open
water workshops.
1. Classroom presentations
2. Confined water sessions: There will be two confined water workshops where
you’ll demonstrate and practice the skills to assist divers with disabilities, both
in nontraining and training situations. These will help you gain confidence
and mastery before the open water training workshops. The second confined
water workshop is for those enrolled in the PADI Adaptive Techniques
Specialty, because it focuses on instruction.
3. Open water dives: There will be two open water workshops. Similar to the
confined water sessions, the second is for those enrolled in the PADI Adaptive
Techniques Specialty and also focuses on instructional techniques.
4. If necessary, confined and/or open water dives may be added as needed so you
can master skills and be confident and comfortable with them.
C. Costs, Equipment Requirements and Paperwork
Note to Instructor
Explain all costs, equipment requirements and logistical details as necessary. Reconfirm
prerequisites if appropriate, ensure all paperwork is completed – see Section One, and
Paperwork and Administrative Procedures, General Standards, PADI Instructor Manual.
Collect outstanding fees.
D. Performance Requirements and Certification

1. To qualify for any PADI certification, you must meet specific performance
requirements.
2. Depending upon which course you take, upon successful completion you will
receive either the PADI Adaptive Techniques Specialty certification or the PADI
Adaptive Support Diver certification.
a. Certification means that you have enhanced your ability to assist divers
with disabilities during their diving activities by assisting, guiding or
teaching as appropriate.

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b. The Adaptive Support Diver certification also credits toward the

PADI Advanced Open Water Diver course and PADI Master Scuba
Diver certification.
II. Adaptive and Holistic Teaching

Learning Objectives
By the end of this section, you should be able to answer the following questions:
1. What seven components of holistic teaching account for threat to self-image
and confidence?
2. What is adaptive teaching and how does the PADI System accommodate divers
with disabilities?
Note to Instructor
This opening contact is very important. Start by asking: “What is a mental or physical
challenge?”
Encourage discussion about what is considered a disability in terms of what people
commonly perceive – things they can see easily such as an amputee. Discuss other
disabilities that may not be noticeable such as diabetes, Post Traumatic Stress Disorder
(PTSD) or cancer.
• Disability is a relative term. As diving leaders, we introduce people to diving and help
them reach their diving goals. We are all differently-abled. People who may not be
considered “disabled” may be so fearful of clearing a mask that the skill becomes a
great challenge for them. Yet someone with one arm may be able to clear a mask
with ease.
• In this course we’ll practice techniques to do that. All those who are willing and
medically fit for diving are welcomed into PADI courses. You are the face of that
welcome – the encouraging, competent diving friend and coach to those of all walks
of life who want to live the diving dream. This course will help you apply techniques
to people of all abilities to introduce them to diving, and for others, to help them
become divers.

Adaptive Techniques
Note to Instructor
This opening challenge requires advance planning. The goal of the challenge is to be both
an icebreaker (get students to get to know each other) and to give them some idea of
what it is like to experience physical challenges. There should be little or no instruction; let
candidates troubleshoot and problem-solve themselves.
Simulate visual and mobility impairment by use of blindfolds and/or wheelchairs. Option
One is a complete Dive Center Accessibility Workshop. It works well when you conduct the
course at a dive center or resort. Option Two is a challenge course that’s relatively easy to
set up no matter where you’re teaching. Don’t hesitate to do both: Candidates will benefit
from both the comprehensive workshop and the fun challenge.
Accessibility Workshop/Challenge
Option One – Dive Center Accessibility Workshop
1. Have candidates take people around the dive center, into and around the classroom space.
Lead people up stairs, open doors, explain distance, steps and access to toilet facilities.
2. The goal is to assess the facility from a mentally or physically challenged diver’s perspective.
3. Have small groups walk through the facility including classroom, rest rooms and access
from outside, and decide at what level they would rate accessibility on a scale of 1 to 5.
4. Have groups make suggestions on how to make the facility more accessible. Once
groups return, have each present their findings and hold a group discussion.
Discussion points
Classroom
• Can it accommodate a wheelchair?

• Are tables suitable for wheelchair users?
• Are chairs comfortable?
• Do chairs with arms hinder wheelchair users or individuals with prosthetic limbs?
• Are visual aids needed for hearing-impaired students?
• Are recordings available for sight-impaired students?

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Outside access
• Are parking facilities, terrain, ramps and door widths adequate?

• Are changing facilities, toilets, showers and stairs (with/without handrail) suitable (if
applicable)?
Consider improvements
• Always ensure improvements meet local legislative requirements.

• Paving surfaces and basic ramp construction facilitate wheelchair access.
Option Two – Challenge Course

Use tables, chairs and a dive reel to set up a challenge course. Have candidates navigate the
course blindfolded with the help of an assistant.
1. The challenge is to move around a dive center, classroom or obstacle course with
assistance. Make this a bit challenging to help establish the point. It will take some time.
a. Participants work in pairs: One person is blindfolded; the other acts as a guide.
b. Guide gives verbal instructions to help buddy cross the course without touching
obstacles or buddy.
c. Once pairs have successfully navigated the obstacles, switch roles.
2. Questions to ask on completion:
a. What did it feel like not being able to see?
b. What did it feel like to lead?
c. What were the challenges?
d. How do you think this activity relates to what people with disabilities experience daily?
e. After switching roles from blindfolded to guide, what did you do differently?
Debrief
Discuss how the activities provide insights into what a person with physical or mental
challenges may experience when learning something new. Discuss the role of trust. As
will be discussed, the challenge is an example of holistic learning and teaching. Explain
that candidates will be doing similar workshops in both confined water and open water,
building on what they’ve learned here.

Adaptive Techniques
Note to Instructor
You are about to learn a great deal about working with divers with disabilities. Here are
some tips on how to make the most of this information.
1. You’ll discover and practice a wide variety of techniques and approaches that have
proven effective in a wide variety of conditions and circumstances. There’s information
on specific conditions, ways you can approach teaching and how to help divers manage
different dive environments.
2. Before that, stop for a moment and consider that you approach this the same way you
approach teaching any diver. In many ways there is no difference. Avoid preconceived
notions, embrace discovery learning and welcome the opportunity to help divers enjoy
all that diving offers. Your new student divers will likely surprise you.
1. What seven components of holistic teaching help to maintain a student diver’s

positive self-image and confidence?
A. Holistic teaching makes learning a process of self‐improvement that explicitly
recognizes the self and the social context in which learning takes place.
1. It recognizes the specific needs of the individual learner.
2. The social context is important and the exchanges within this are the basis for
developing critical learners.
3. Including teachers’ (and learners’) experiential knowledge improves teaching-
quality and learner achievement.
B. Holistic teaching considers the complete person – physically, psychologically
and socially.
1. The instructor’s approach is like that of a friend, mentor, facilitator and
experienced companion.
2. Open and honest communication is expected and differences between people
are respected and appreciated. Cooperation is the norm.
C. Success lies with understanding how circumstances affect the student, not just
what the student does. These seven components facilitate this:
1. Building self confidence: Taking on the challenge of diving has the potential
to significantly improve student divers’ self-confidence. The goal is to improve
student divers’ perception of their abilities and overall self-image.
2. Building trust: Student divers must learn to trust both you as an instructor and
their own ability. You must earn and nurture this trust.
3. Setting goals: With divers facing physical and mental challenges, setting
realistic goals is important. Guide each individual to success, step by step, at a
pace and in an atmosphere that encourages without overwhelming.

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a. Slow down – you increase your ability to teach effectively by slowing

everything down. This takes pressure off the diver who may lack confidence.
b. Break it down – for some divers, simply getting in the water with
scuba gear on and breathing from a regulator on the surface is a great
accomplishment. Know your students and take care to not overwhelm
them. Sometimes it may take an entire pool session (or more) just to get
a diver in the water and to float at the surface.
4. Managing challenges and stress: The way you interact with student divers
determines how they face challenges and stress. You are challenging them out
of their comfort zones – intellectually, emotionally and physically – and inviting
them to join a rewarding recreation.
a. Peak experience: Position the open water dives as the pinnacle for which
student divers are training. For a physically or mentally challenged person,
this peak experience can be a life-changing epiphany. Your role is to get
student divers there and make it an unforgettable experience.
5. Humor/fun: Social interaction for mental wellbeing is just as important as
physical therapy is for physical wellbeing. Appropriate humor and fun create
strong social bonds and facilitate learning.
6. Problem solving: Student divers learn more than how to identify and deal with
problems; they also learn to deal with the associated stress.
a. The “stop, think, breathe, then act” mantra, for example, is an essential
dive skill, which student divers may transfer to their everyday challenges.
Help student divers develop the ability to solve problems independently.
b. Ask divers with disabilities about their thoughts on individual performance
requirements – let them be part of the solution and work with you to find
the best technique that works for them.
D. Completing these steps while working with student divers ultimately leads to
improved self-confidence and essentially completes a holistic teaching cycle.
2. What is adaptive teaching and how does the PADI System accommodate divers
with disabilities?
E. Student divers may have physical challenges that interfere with their ability to
perform specific motor skills. Adaptive techniques and reasonable accommodations
help individuals with disabilities master dive skills and enjoy diving. Adaptive
techniques can help with skills from the simplest, such as equalization, to the more
complex, such as the controlled emergency swimming ascent.
1. Anyone with the desire, and who is medically fit to dive, can get involved in
scuba diving.

Adaptive Techniques
a. Determining medical fitness to dive begins with completing the RSTC

Medical Statement. If a diver responds “yes” to any question, the diver
must take the form to the diver’s personal physician for further assessment
and to obtain medical clearance. As noted on the RSTC Medical
Statement, specialist resources are available from the hyperbaric medical
community if required by physicians.
b. In some situations, medical clearance may not be appropriate and the
individual’s physician will not clear the individual for scuba (or freediving)
training.
2. Course standards can’t be compromised, but using a variety of creative
techniques can help divers meet performance requirements. Adaptive teaching
is the act of applying these techniques during diver education.
3. Use conservative judgment and continually assess divers. Be vigilant with
supervision and control. Constant diver observation, assessment of risks, and
application of good judgment before, during and after the dive is crucial.
F. The PADI System has many options to facilitate divers with mental or physical
challenges.
1. PADI does not issue limited or restricted certifications for divers with disabilities.
2. Nonetheless, PADI training is inclusive and relates certification to clear,
measurable performance requirements that all divers meet. This course
provides techniques and insights you use to help divers with disabilities meet
PADI course performance requirements.
3. Divers who meet course performance requirements earn that certification; if
they can’t, there are other options. In many cases, people with mental and
physical challenges simply enjoy the enabling and transformational experience
diving can provide them, even in a swimming pool. They may not want to earn
a certification.
G. PADI courses and programs are adaptable.
1. If divers can’t meet all Open Water Diver course performance requirements,
they may be able to earn a PADI Scuba Diver rating.
2. Discover Scuba Diving provides a closely supervised, conservative diving
experience and is a good option for continued participation for those who
can’t meet performance requirements for certification.
a. Because this program can be conducted entirely in a pool, it’s a calm,
nonthreatening first diving adventure for people who have challenges
to overcome.
b. Those who do well in confined water can choose to take the Discover
Scuba Diving open water dive and extend the adventure.

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c. Either experience can result in a PADI Discover Scuba Diving eCard to

recognize both the experience and initial challenges overcome.
3. The PADI Seal Team program also adapts to adults with disabilities, elderly and
others who require a closely controlled experience that fulfills the desire to
have fun underwater.
H. If divers can’t meet PADI course performance requirements and do want
a certification, refer them to organizations that specialize in limited certifications for
divers with disabilities. You’ll find many of these listed on the PADI Pros’ Site.
Note to Instructor
Refer to the Disabilities section in the PADI Instructor Manual and the Physical Challenges/
Disability section in PADI’s Guide to Teaching. There is extensive additional information
on the PADI Pros’ Site, including resources such as organizations and individuals with
experience in teaching divers with disabilities.
III. Assisting Divers with Disabilities

Learning Objectives
By the end of this section, you should be able to answer the following questions:
1. What are four general considerations when working with divers with disabilities?
2. Why is respect and knowing when to help a diver with a disability important?
3. What is a learning disability and how does the PADI System accommodate someone
with one?
4. What minor equipment considerations can assist divers with disabilities?
5. What classroom, pool, open water and inwater considerations do you have with divers with
disabilities?
6. What considerations do you have when assisting divers with disabilities with entries,
exits and lifts?
7. What approaches can you take when teaching divers with disabilities to encourage them
toward their goals?
8. What legal and administrative considerations do you have with divers with disabilities?
9. What other resources are available to help you when teaching divers with disabilities?
1. What are four general considerations when working with divers

with disabilities?
A. Chances are, you have already dived with physically or mentally challenged divers.
Some may have had trouble mastering fin kicks, or other skills, to the extent that
were it not overcome, they would not have been certified. There is a vast range
of people with physical or mental challenges, but many of them have the abilities

Adaptive Techniques
they need to become divers. Consider the following points when assisting divers
with disabilities:
1. Communicate with divers, develop an understanding of their particular
challenges and find their strengths. For example, someone in a wheelchair may
have great upper body strength. Don’t be afraid to ask.
2. Keep a positive attitude from the start. The unfortunate truth is that many
people unintentionally react negatively to people with disabilities and interact
on the basis of weaknesses instead of strength. Treat a diver with a disability
the same as any other diver. A positive, welcoming start makes a tremendous
first impression.
3. Appreciate the divers’ motivation. They have likely given learning to dive a
great deal of consideration, particularly in relation to their abilities. This level
of motivation helps people reach their fullest potential. For example, people
who use wheelchairs are likely to be motivated not only by the desire to
experience the underwater world, but also to experience the freedom of being
out of the chair.
4. Avoid preconceptions including:
a. “People with disabilities can’t do what able-bodied people can do.”
Many do much (if not all) of what able-bodied people can do. It may
take a fresh approach and an open mind.
b. “There is greater liability when working with people with disabilities.”
There is liability risk associated with teaching or supervising anyone
regarding diving; but, there is no known information that indicates
carrying out diving activities with disabled people carries excessive risk
or liability. PADI Divemasters and Instructors apply their extensive risk
management training and skills in the same ways as usual when working
with divers with disabilities.
c. “Special equipment is needed.” You can find existing gear to fit most any
frame, with all sorts of options. Divers with physical challenges typically
function well with relatively minor adjustments to standard equipment.
Some divers with paraplegia may need webbed gloves, which are easily
obtained. There will be more on equipment later.
2. Why is respect and knowing when to help a diver with a disability important?
B. Every person deserves respect, and everyone has his or her own personal space or
comfort zone.
1. Always ask before offering assistance that involves touching someone. Some
people have cultural mores that factor into this.

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2. Respecting people may extend to their prosthetics, wheelchairs and crutches.

Because these are used intimately, and to help people make their way in the
world, people with disabilities often feel that these aids are part of them.
3. Consider assigning female assistants to female divers and vice versa.
4. If it becomes clear that physical assistance will be required, discuss this up front
and agree on when and how this will occur. Open conversations help avoid
awkward situations as clearly understanding expectations makes both divers
and helpers more comfortable.
a. Consider completing special training, such as manual handling courses,
which may be required locally.
3. What is a learning disability and how does the PADI System accommodate
someone with one?
C. Learning disability is a broad term that encompasses a wide range of conditions.
In general, people with learning disabilities have some degree of difficulty reading,
writing, spelling, reasoning, recalling or organizing information. A learning disability
affects the way people understand information and how they communicate.
This means they can have difficulty understanding new or complex information,
learning new skills and/or coping independently.
1. Often, people with learning disabilities have average or above average
intelligence; however, because they have difficulty receiving, processing,
storing and responding to information, they may not excel academically unless
they know how to compensate.
2. PADI Standards allow you to make adjustments to help people with diagnosed
learning disabilities. If a student diver needs special accommodations, ask
for a letter from a credentialed health care practitioner – medical doctor,
psychologist, etc. – stating that the diver has been diagnosed with a learning
disability. Keep the letter in the student diver’s record file. Find out what
learning method works best for the diver so you can adjust your teaching style
to meet the diver’s needs.
3. It is preferable for student divers to read exam questions and answers
independently, but you may make reasonable provisions such as allowing the
use of reading aids, reading out loud, or having someone read the
exam to the student diver (if necessary). The goal is to provide an objective
testing environment that allows divers to demonstrate that they meet the
learning objectives.

Adaptive Techniques
Note to Instructor
When discussing sections D through G, refer to the Disability and Diving Reference in the
Appendix as required. Focus on disabilities relevant to your students’ actual or anticipated
needs.
4. What minor equipment considerations may assist divers with disabilities?

D. While standard dive equipment may work for most people, additional equipment
and modifying equipment can make a big difference to a diver with a disability.
Think about the specific challenges the diver has, and be creative with equipment.
1 Since thermal concerns arise with some disabilities, take time to make sure
wet suits fit well. Leg and sleeve zips can be useful. Plastic bags and or
commercially available suit lube can help with donning. With amputees, you
can use cable ties to reduce excess suit material and protect stumps or remove
the unnecessary part of a wet suit and reseal it. Custom-made suits are also
a great option. Dry suits, with additional training, are appropriate for cold-
water areas.
2. Divers with limited or no leg mobility may find webbed gloves allow for more
efficient swimming. Glove fingertips can be cut off to ensure the diver doesn’t
lose dexterity.
3. Divers who have only a single usable arm may move clips, gauges and hoses
around for better access. Make sure second stages can be oriented correctly
before switching second stage hoses. Having the BCD inflator hose on the
same side as the usable arm helps with control.
4. Divers with poor vision may benefit from a magnifying glass attached to a
mask for gauge reading.
5. People with limited or no leg use may need assistance to rest comfortably
during confined water sessions. In addition to making sure they are
comfortable in a fully inflated BCD, consider using blocks, step stools or plastic
chairs to help them rest with stability.
6. Consider how divers will work comfortably in the classroom or on a dive
platform. For example, strong chairs with arms aid divers without a lower limb
to stand and sit easier.
7. Regulators may be connected to a neck lanyard to prevent dropping out of
reach. Gauges may be connected to the BCD for the same reason.
8. Proper buoyancy and trim are very important when assisting divers with
disabilities. Consider the individual and adapt weights to suit their needs.
Harnesses and small weights that can be clipped in various positions help
with trim.

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a. Carefully strapping or restraining redundant limbs may help some divers

with streamlining and establishing proper buoyancy and trim.
b. You’ll practice finding proper buoyancy and trim extensively in the
confined and open water workshops, in which divers will use the
Buoyancy and Trim Chart (found in the Appendix) for guidance.
9 Smaller cylinders may be easier to manage.
10. Full face masks may assist with mask clearing, allow for communication
underwater and can help those with oral/nasal injuries where traditional
masks aren’t effective. (Note: Seek out Full Face Mask Instructor/Diver training
for this.)
11. Have foot and knee protection available (booties, socks, pads, etc.) for skin
and thermal protection. People with no sensation in legs and feet should wear
booties or socks at all times.
12. Masks with integrated purge valves may be useful. Mask strap covers,
and some replacement mask straps, may make it easier to remove and
replace masks.
13. With appropriate training, sidemount configurations may be useful for some
divers, particularly those with back problems.
E. Just as many divers reconfigure and adjust their equipment, people with disabilities
often find it necessary to adjust some of it.
1. Some equipment adaptations may be simple and uncomplicated, such as
simply moving the second stage regulator to the diver’s left side or switching
the BCD hose from one side to the other.
2. Other adaptive equipment may require extra effort and ingenuity (such as
mounting compasses and lights on specially customized brackets). There is a
fair amount of equipment available for training divers with disabilities.
5. What classroom, pool, open water and inwater considerations do you have
with divers with disabilities?
F. Classroom accessibility
1. As mentioned earlier, ensure that your facilities meet local requirements.
2. General facility considerations for those with limited mobility:
a. Ramp ways
b. Wide doorways
c. Accessible toilets and showers
d. Handrails
e. Chairs with arms
f. Suitable parking

Adaptive Techniques
G. Pool considerations
1. Wide pool sides accommodate wheelchairs with no obstacle.
2. Warm water-temperature is important to minimize issues with thermo-
regulation.
3. Be conscious of pool side and bottom texture and minimize potential issues
with immobile limbs, which should always be protected. In addition, consider
using closed-cell foam mats or pads on the pool sides or bottom.
4. Consider built-in ramp ways or lifting devices.
5. Considerations for the sight-impaired:
a. Be more aware of obstructions on pool decks.
b. Explain the layout of a site, including textures of flooring.
c. Help divers form a clear picture of the area.
d. Contrasting colors can help sight-impaired divers with orientation.
6. Considerations for mobility impaired:
a. Be more aware of obstacles and keep the area clear.
b. Consider different entry techniques.
c. Consider the logistics of getting into and out of a wheelchair. (More on
transfers and entries to follow.)
d. Familiarize yourself with any entry/exit equipment to assist people with
disabilities before using it.
7. Encourage predive and post dive buddy checks that ensure no unnoticed injury
occurred. For example, toes can be inadvertently bent backward and not felt.
H. Open water considerations
1. Choose sites with appropriate access and facilities; the easier it is to assist
divers with entry and exit, the better.
2. Choose sites with appropriate depth, and be conservative when evaluating
conditions.
3. A popup tent or screen can give divers privacy and preserve their dignity when
they take care of personal needs. A golf umbrella and a towel may also work.
4. Boat, shore and other entry/exit considerations (more on this later).
I. Inwater considerations
1. Swimming
a. The breaststroke is generally well-suited for divers with limited or no
lower-body strength, but will not work for everyone.
b. You may need to guide sight-impaired students. Have them hold on to
you, and do not pull them. Audible signals may also be useful.

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2. Buddy contact and communication

a. Visually impaired divers depend on voice on the surface and touch
underwater. Keep signals simple and clear.
b. Deaf divers will need to maintain visual and/or touch contact on
the surface.
c. Special signals may be required. Keep these simple and review them
before inwater activities.
3. Specific issues
a. Identify any specific issues divers with disabilities may have while in
the water.
b. Plan to help avoid their occurrence and manage them if they arise. For
example, plan to avoid a low blood sugar situation with a diabetic, but be
prepared to identify and respond appropriately should it occur.
6. What considerations do you have when assisting divers with disabilities with
entries, exits and lifts?
J. Follow these general guidelines (you’ll practice these in Confined Water
Workshop One) when assisting divers with entries, exits and lifts. Note that
divers with disabilities seeking certification must successfully complete all
related performance requirements (such as deep water entries) independently.
1. Participants with limited mobility may need assistance when entering and
exiting pools, confined water or open water sites. Choose the best route
to avoid trip hazards or obstacles.
2. Exercise sound judgment and due caution when assisting and lifting
divers; in some cases, up to four people may be required with certain lifts
to ensure the safety of the diver being assisted and the support team. If in
doubt, ask for assistance and make sure all involved use appropriate lifting
techniques to avoid injuring themselves.
3. Use certified assistants or other help to position wheelchairs, canes
or crutches for easier entries and exits, and provide necessary lifting
or steadying.
4. Make sure everyone involved uses proper lifting techniques. We’ll practice
these in the upcoming workshops.
K. Keep in mind that many people will be able to independently exit and enter
the water. It’s important to encourage the person to find what works best,
and many people will know this already. When presented with challenges,
collaborate with the diver to find workable, comfortable solutions.
L. Before the dive begins, confirm how and when you will assist the diver (as
discussed earlier in knowing when to help).

Adaptive Techniques
7. What approaches can you take when teaching divers with disabilities to
encourage them toward their goals?
M. Direct approach – telling students what to do and how to do it, as you might
normally, can work in many cases.
N. Indirect approach – for students who are unsure or hesitant, an indirect approach
can be more motivating. Allow them to see other participants diving, practicing
and enjoying themselves, as a way to motivate divers to try it themselves. An
invitation, such as “Would you like to try?” or “How might you do that?” may be
more successful with some divers with physical or mental challenges.
1. People who suffer from Post Traumatic Stress Disorder (PTSD), Traumatic Brain
Injury (TBI) or a learning disability may have underlying issues that can cause
difficult interactions. Awareness of the issues and open communication may
help prevent these issues from escalating, which is why learning what you can
about the diver at the start is useful.
2. Helping the student diver to feel welcomed socially into the dive community
can be part of the healing process of bringing someone who may feel isolated
into a shared-passion community.
O. Slowing the overall pace is important to help many divers manage concerns or lack
of confidence.
P. Reducing ratios and using several certified assistants may increase efficiency,
effectiveness and the level of enjoyment for all.
8. What legal and administrative considerations do you have with divers with
disabilities?
Q. Legal and Regulatory
1. In many areas, laws protect disabled people from discrimination and provide
for physical access to public facilities.
2. Your policies should not unfairly exclude people from participating in
snorkeling or diving activities.
a. As with any student diver, you have a responsibility to inform divers with
disabilities about general diving risks and about any special considerations
they may have.
3. Contact local or national authorities in your area to determine what, if any,
accessibility regulations may be in place and ensure that you abide by them.
R. Administration
1. Clearly communicate all costs and services to student divers before the course
begins. Use of a Learning Agreement (see Appendix) is recommended.

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Learning agreements clearly define both instructor and diver responsibilities.

This helps avoid unmet expectations and misunderstandings.
2. If divers need extra sessions, specialized equipment, a sign language interpreter
or other additional services, make sure everything is clearly written out and
agreed to in advance.
3. Distribute, and have divers agree to, your service policy to all divers equally.
4. Most of the time, you can accommodate divers with physical or mental
challenges in regularly scheduled courses, but in some cases you will need
to plan for and allow extra time. Depending on the specific disability, this
additional time requirement may be significant.
9. What other resources are available to help you when teaching divers
with disabilities?
S. The Appendix of this instructor guide contains a Disability and Diving Reference,
which includes some considerations for diving for several disabilities. Though not
comprehensive, it gives you some context from which to work.
T. Learn more about specific disabilities by contacting their specific associations, such
as the local diabetes, cancer or muscular dystrophy societies.
U. There are several organizations that offer specific programs on working with divers
with disabilities.
1. Some of these organizations offer limited certifications for divers who
are unable to become certified via standard scuba certification courses.
Once divers meet certain benchmarks, they may be able to gain a limited
certification that allows them to dive with one or more able-bodied divers.
2. You’ll find a list of several organizations dedicated to working with divers with
disabilities on the PADI Pros’ Site. Contact them directly for more information
and to seek out additional training.
V. The Pros’ Site at padi.com has additional resources on teaching divers
with disabilities.

Adaptive Techniques
SECTION THREE
Confined Water Workshops
Conduct
PADI Adaptive Techniques Specialty Confined Water Workshop One introduces and
develops the basic skills required to assist a diver with physical or mental challenges in
confined water. This workshop focuses on assisting divers in and out of the water, including
safe transport of the diver being assisted and lifting techniques to protect the diver doing
the lifting. It also emphasizes buoyancy control, a key factor when diving with divers with
disabilities. Thorough knowledge of weighting techniques and adjusting trim makes divers
comfortable in the water and greatly contributes to their enjoyment.
Confined Water Workshop Two focuses on adaptive teaching techniques. In this workshop,
the emphasis is on reviewing skills from the PADI Open Water Diver course (or PADI
FreediverTM course) and determining how performance requirements may be met using a
variety of adaptive techniques.
Both workshops are required for divers to earn the PADI Adaptive Techniques
Specialty certification. Workshop two is optional for PADI Adaptive Support Diver
certification. In some cases, multiple confined water sessions will be required to meet
performance requirements.
Confined Water Workshop One: Adaptive Techniques

Performance Objectives
By the end of this workshop, student divers should be able to:
1. Demonstrate two multiple person transfer and lifting techniques to assist divers into
and out of the water. Practice one-on-one lifts as appropriate for the environment and
individual capabilities.
2. Assist a diver with actual or simulated limited or no lower or upper body strength to don a
full suit while protecting the diver’s extremities.
3. Assist a diver with actual or simulated limited or no lower or upper body strength to enter
water and don scuba equipment in water shallow enough in which to stand.
4. Assist a diver with actual or simulated amputation or paraplegia to establish neutral
buoyancy and appropriate trim using standard weight belts, integrated weights, trim
weight pockets, harnesses and other adaptive weighting techniques.
5. Recognize and demonstrate touch-hand signals underwater including, but not limited to:
assessment, movements, pressure and depth check, regulator clearing and mask clearing.
6. Tow a simulated tired diver at least 25 metres/yards.

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7. Respond appropriately to a distressed diver both on the surface and underwater.

8. Swim a minimum of 10 metres/33 feet using adaptive arm stroke techniques.
9. Assist a diver with actual or simulated amputation or paraplegia to remove scuba
equipment in water shallow enough in which to stand and exit.
Recommended Conduct and Sequencing

A. Briefing
1. Consider beginning this confined water session with an accessibility workshop.
Have students aid a diver with an actual or simulated visual and/or mobility
impairment in moving around the confined water area. Simulate impairments
using blindfolds etc. Highlight each of the key points below:
a. Parking: Wheelchair access to and from vehicles, level terrain.
b. Swimming pool: Wheelchair access to pool. Advantages of ramps/
lifting device for entry/exit. Water temperature. Verify that divers have
appropriate exposure protection for the temperature. Keep in mind that
divers with circulatory issues may be affected by (and fail to notice) heat
and cold more readily than others.
c. Transfers to/from wheelchair: Chair placement near point of entry. Ground
cover (mats) protects against abrasion and provides traction. Moving diver
from chair onto pool deck and back into chair (see Transfer and Lifting
Techniques below). Equipment donning poolside. Many people will need
little or no assistance with this. Remember to ask before assisting.
2. Consider conducting a lifting techniques session at some stage before the
actual confined water workshop to save pool time.
B. Transfer and Lifting Techniques
1. Lifts: Explain the need to be very cautious when transferring or lifting, or
practicing transfers or lifts, as the diver and lifters risk injury. Highlight these
general guidelines:
a. Communicate the lift procedure clearly to everyone involved.
b. Use mobility transfer belts and/or boards when possible.
c. Keep your back straight, your abdominal muscles tight and lift with
your legs.
d. Do not rotate or twist your spine, move your entire body in the direction
of the lift.
e. Position yourself close to the diver and make sure your footing is secure.
f. Maintain eye contact and communicate with the diver during the lift.
g. Avoid lifting either under arms or by arms, because this can
cause discomfort.

Adaptive Techniques
h. In some cases, up to four people may be needed when practicing

these lifts.
i. Always take steps to protect divers from hard surfaces by using
appropriate padding (closed-cell foam pads etc.).
2. In teams, have students practice at least two of the following multiple person
transfer and lifting techniques for assisting someone simulating lower and/or
upper limb weakness into and out of the water.
a. Transfer lifts: Explain that when possible, have four people lifting when
transferring divers from or to wheelchairs. Never attempt lifts with less
than two assistants. Ask divers how they manage their transfers and
follow their directions. Highlight these steps:
i.. Position wheelchair and apply brake.
ii. Ensure medical devices, such as catheters, are positioned appropriately.
iii. Many wheelchair users use cushions. Ensure these are positioned
appropriately.
iv. Remove or plan to lift the diver over the armrest.
v. Position two lifters to either side of the diver. They reach behind the
diver with their arms crossing and support the divers’ back. They
bend their knees and cross their other arms to support under the fold
of the diver’s legs.
vi. A second pair of lifters would each put an arm under the fold of the
diver’s legs, then support the diver’s lower legs as well.
vii. The diver’s arms wrap around the shoulders of the first pair of lifters.
viii. Lifters should communicate constantly. The lift should not begin until
everyone is ready.
ix. Lift with bent knees and straight backs.
x. Divers with spinal injuries may have problems with trunk balance.
Secure their shoulders prior to and after a lift.
b. Lifting Devices: If available, demonstrate and allow students to practice
using any lifting device, e.g. pool lift, hoist or harness available at the
poolside. Transfer belts are particularly useful for many divers.
c. Roll lift: Explain that a roll lift can also be performed without a net or tarp
by having two or three people in the water and then two or three out of
the water. Highlight these steps:
i. The inwater helpers place their arms underneath the person to be
assisted and grasp the poolside so the person lies parallel to the ledge
on top of their arms.

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ii. Inwater helpers then slowly raise their arms up so the person gently
rolls toward and onto the ledge where the receiving helpers take over
and complete the lift.
iii. Helpers protect and support the head throughout.
3. One-on-one (emergency) lifts: Explain that these are typically the least
preferred option and to use them sparingly when no other options exist. They
may be useful when there is an urgent need to assist a diver out of the water.
These lifts are used when the lifter has adequate upper body strength and
when the diver’s weight is well within the lifter’s ability. Highlight these steps:
a. The simplest one-on-one lifts are to get behind the diver, reach your arms
around the front and grasp the diver’s forearms.
b. Gently pull the forearms to the diver’s chest and lift carefully.
c. Or, use a front cradle carry in which the divers is supported under the legs
and back.
d. Use correct lifting technique to avoid back injury.
4. As appropriate for the environment and individual capabilities, have students
practice the following one-on-one lifts.
a. Fireman’s Carry: Explain that this is useful for helping divers enter and exit
over a sloping bottom, but is not very comfortable
for the person being lifted, so should only be used as
a last resort. Highlight these steps:
i. Support the diver face to face in front.
ii. Hold the diver’s right hand with your left, and
drape it over your shoulder, placing your head
under the diver’s right armpit.
iii. Wrap your right arm around the back of the
diver’s legs just above the knees.
iv. Complete the lift by taking the diver’s right hand with your right
hand. The diver is held in place by body weight on your shoulders.
v. Help may be needed to lower the victim gently to the ground once
out of the water.
b. Packstrap Carry: Explain that when using this exit,
the diver’s weight assists with the carry and it’s not
too difficult to lower the diver gently to the ground.
This exit is useful for entries and exits over a sloping
bottom, but is not very comfortable for the person
being lifted. Highlight that the diver is hoisted and
gently draped over the back and the diver’s arms are
pulled over the lifter’s shoulders.

Adaptive Techniques
c. Lifeguard Exit: Explain that this exit is particularly

useful in a swimming pool. This technique works
well when alone at a low dock or poolside, but is
best done with two lifters. Highlight these steps:
i. If possible, place a pad or mat on the pool
deck or dock to protect the diver.
ii. Place the diver’s hands on the deck.
iii. Push out of the water keeping one hand on
the diver’s hands so the diver doesn’t slide
back in.
iv. If there are two lifters, one exits while the
other keeps the diver by the poolside.
v. Hold the diver by the wrists, stand and hoist
the diver’s waist to dock level, and then lower
the diver face down on the deck.
vi. Help roll the diver over.
d. Ladder Lift: Explain that this technique is used to bring a diver up alone.
It requires that the lifter is relatively strong and the diver is not too large
in relation to the lifter. The ladder also has to be strong enough for the
weight of both – don’t attempt this technique if there’s a chance of
getting hurt. Again, this lift can be uncomfortable for the person being
lifted so use it only as a last resort. Highlight these steps:
i. Straddle the diver over your high thigh and shoulder, and cradled
between your arms during the climb.
ii. Step up one rung, lifting the diver with your thigh and supporting
the diver.
iii. Bring the other foot to the same rung and continue up the ladder.
iv. At the ledge, get help from waiting assistants to support the diver,
using transfer lift techniques.
v. Make sure the diver’s legs clear the ladder and ledge.
vi. Constant communication helps ensure a coordinated lift.
C. Wetsuit Donning
1. Ideally, perform this skill in groups of three with two student divers playing
assistant roles and one with actual or simulated limited or no lower body
strength. Rotate roles as time allows. Have student divers practice assisting
a diver to don a wetsuit while sitting. Emphasize the importance of
protecting the diver during the exercise, and stress that open and consistent
communication with the diver is key.

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2. Be prepared with appropriate exposure protection for student divers. Consider

the use of aids such as suits with limb zippers, placing plastic bags on limbs to
help slip on suits, using commercially available suit lubes, controlling excessive
suit material etc.
D. Entry and Equipment Donning
1. Have student divers alternate roles of diver with physical or mental challenges
and support diver for the entry and donning equipment.
2. Cover pool edges with closed-cell foam rubber mats (or use wet suits) to avoid
bumps or bruises and protect divers. Be aware that dark colored mats may
become very hot in the sun.
3. Remind students to be familiar with any equipment used to assist people with
disabilities to enter and exit the water before using it. Other reminders:
a. Don’t over-assist. Ask divers what help they need getting into the water.
b. Have assistants waiting to assist divers as they enter the water.
4. Explain that there are several entry options, and it’s important to work with
divers to determine which works best for them. In all cases, be sure that there
is an assistant inwater to help the diver (as needed) establish buoyancy and
comfort. Highlight techniques:
a. Front-angled roll: Roll forward from a sitting position. Protect both head
and regulator. Establish positive buoyancy at the surface.
b. Back roll: Roll backward from a sitting position. Protect both head and
regulator. Establish positive buoyancy at the surface.
c. Side roll: Roll sideways from a sitting position, side toward the pool, using
the hand to cover both the ear that will contact the water first and the
mask. Establish positive buoyancy at the surface.
5. Have students work together to don equipment in water shallow enough in
which to stand.
6. Always reinforce proper lifting techniques, and remind divers to watch for
improperly adjusted or twisted straps and trapped hoses. Emphasize securing
everything so nothing dangles. Check that masks, fins, snorkels, weight belts,
etc. fit properly.
E. Establish Neutral Buoyancy and Appropriate Trim
1. Explain that proper weighting is one of the most important considerations
when teaching or assisting divers with disabilities.
2. Be prepared with a combination of standard weight belts, integrated weights,
trim weight pockets, harnesses, ankle and clip weights, and other adaptive
weighting techniques to practice weighting a diver with a disability.

Adaptive Techniques
3. Have student divers practice assisting a diver with actual or simulated

amputation or paraplegia perform a weight check and adjust for proper
weighting and trim underwater.
a. Discuss the use of specialized weighting systems, cable ties on weights,
ankle weights and weights with built in clips to easily attach weights to
various points.
b. Have students move weights to various attachment points and adjust to
establish a comfortable swimming position.
c. Suggest that moving the cylinder up or down on the BCD is an effective
way of shifting trim.
d. Remind students that establishing proper trim is extremely important;
allow enough time to get this right for each diver.
e. Have divers use the Buoyancy and Trim Chart to note buoyancy details
and weight placement for future dives.
F. Touch Communication Exercise
1. Assign one diver in a buddy team to use a completely blacked-out mask and
role-play a sight-impaired diver. Make sure the diver and support diver agree
on what these signals are before the dive as part of dive planning. Using touch
signals, have the support diver communicate with the diver including:
a. Assessment (how the person is feeling, “are you ok?”)
b. Movement (preparing to equalize, directional communication, preparing
diver for ascent)
c. Pressure and depth readings
d. Regulator clearing
e. Partial mask flood
2. Have students reverse roles.
Note to Instructor
There are links to examples of touch signals on the PADI Pros’ Site.
G. Rescues and Assists

1. The goal is to introduce or refresh rescue skills, and to practice scenarios in
which getting a diver with a disability out of a stressful situation quickly and
calmly is the priority. Scenarios may include, for example, divers with lack of
limbs, a diabetic diver with low blood sugar or a diver with PTSD having a
mood shift.
2. Tows
a. Have divers practice the underarm push and cylinder valve tow.

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b. Highlight the need to communicate with the diver and to explain what is
going on. Have the diver help as much as possible.
3. Distressed diver, surface and underwater
a. Have students rescue a simulated panicked (irrational) diver,
demonstrating: approach and evaluation, making contact, releases and an
approach with a quick reverse to stay out of a diver’s grasp.
b. Have students respond to a simulated panicked diver making an
uncontrolled ascent.
i. Highlight the need to make contact with the panicked diver, low on
the body or from behind, to slow and control the ascent, dump air
from the BCD(s) and flare out to create drag.
ii. Emphasize that those playing panicked divers should keep the regu-
lators in their mouths, ascend no faster than 18 metres/60 feet per
minute and breathe normally at all times.
H. Adaptive Arm Stroke
1. Have a variety of webbed gloves (open and closed finger) available for this skill.
2. Demonstrate strokes. If using webbed gloves, emphasize spreading the
fingers to provide increased effectiveness. A person with one arm can use an
“S” stroke in front of the body, a person with two arms can use a modified
breaststroke. Gliding between strokes may be a useful technique.
3. Have student divers practice strokes.
I. Equipment Removal and Exit
1. Have student divers alternate roles of diver with physical or mental challenges
and support diver for equipment removal and exits.
2. Instruct student divers to remove gear in shallow water and place it on the
pool’s edge, with assistance as appropriate, prior to exiting the water.
3. Have students use an exit suitable for the location. Stress removal of weights
first, then scuba and fins if necessary, but keeping masks on. Have divers climb
from the water or use fins as propulsion to “pull and kick” out of water. Assist
as appropriate.

Adaptive Techniques
Confined Water Workshop Two: Teaching and Assisting

Note to Instructor
Because PADI Divemasters (or PADI Master Freedivers) are not qualified to independently
teach skills, their focus during this workshop should be on working with student divers who
are practicing skills that were already introduced by a PADI Instructor.
With small classes, have dive professionals practice additional skills to ensure everyone sees
a variety of scuba (or freediving) skills and their relative adaptive techniques.
By the end of this workshop, dive professionals should be able to:
1. Brief, demonstrate and have role-playing student divers practice at least two underwater
skills and one surface skill selected from the Open Water Diver (or Freediver) course in a
scenario based on a disability that would affect performance of the skill.
Recommended Conduct and Sequencing

A. Briefing
1. Explain to dive professionals that the goal of this workshop is to apply the skills
developed in Confined Water Workshop One in a teaching and/or assisting
context, and to learn how to assist student divers in meeting Open Water
Diver (or Basic Freediver) course performance requirements using adaptive
techniques.
2. Assign dive professionals the roles of instructor, assistant or student diver.
Have student divers role play divers with a variety of abilities (or use divers with
actual disabilities). Select at least two underwater skills and one surface skill
from the Open Water Diver (or Basic Freediver) course. For scenarios, match
skills with disabilities that would affect skill performance.
3. Review the different duties of instructors and certified assistants and have dive
professionals switch to play all roles.
4. For each scenario, have candidates review the performance requirements from
the PADI Instructor Manual (or PADI Freediver Program Instructor Guide). Also
have them refer to the Disability and Diving Reference (found in the Appendix)
for the disability their student diver has to identify additional considerations.
5. Encourage dive professionals to take everything they’ve learned and apply it
to helping student divers find adaptive techniques. This may include knowing
when to stop skill practice or end a session.

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6. Allow dive professionals to brainstorm with others, discuss possible techniques

with divers with physical or mental challenges and use discovery learning to
find out what works best for the individual. Emphasize taking the time needed
to practice, refine and ultimately reach this goal.
B. Demonstration and Practice
1. Organize scenarios to include a briefing, demonstration, student diver practice,
appropriate response to likely problems and a debriefing.
2. Have role-playing instructors/assistants demonstrate skills based on the student
diver’s abilities and limitations.
a. For example, if demonstrating BCD removal and replacement underwater
for a double above-knee amputee, adopt a sitting, not kneeling, position.
3. If divers with actual disabilities are not available, instruct student divers to as
realistically as possible role-play disabilities. These may include, but are not
limited to:
a. Amputee (for example, by keeping one arm inside a BCD)
b. Sight impaired (for example, by using a blacked-out or partially blacked-
out mask)
c. Hearing impaired (for example, by ignoring all verbal commands)
d. Paraplegia (for example, by asking divers not to use their legs)
e. Medical issue or distress:
i. Diabetes – low blood sugar (for example, by simulating loss
of coordination)
ii. PTSD (for example, by simulating irritability and lack of interest)
4. Direct dive professionals to focus on meeting the performance requirement,
not a specific technique. For example, when a student diver with no legs has
to complete CESA, the role-playing instructor should demonstrate the skill
without using legs.
5. Have fun. For example, while scuba unit removal and replacement for a diver
with one arm is an important skill, even experienced instructors will likely
be unable to perform the task without substantial practice. Encourage dive
professionals to enjoy and gain insights from the learning process.
6. Remind dive professionals to consider the indirect approach when a student
diver is having difficulty with a skill (see approaches in Section 2, Knowledge
Development, Assisting Divers with Disabilities). This includes being extremely
patient and encouraging; inviting the student diver to watch others before
performing the skill; or having them play games that apply the skills (rather
than focusing specifically on the dive skill).
7. If you’re a Full Face Mask Diver Instructor and masks are available, consider
demonstrating how incorporating the use of full face masks can be helpful for
those with oral/nasal injuries, or who have difficulties clearing a mask.

Adaptive Techniques
SECTION FOUR
Open Water Workshops
Conduct
The PADI Adaptive Techniques Specialty course has two required open water
training dives. You may add training dives for additional experience as needed for
student divers to demonstrate mastery. However, student divers must demonstrate
mastery of all performance objectives for each dive prior to progressing to the
next training dive.
The purpose of Open Water Workshop One is to have divers assess an open water dive site
and identify possible challenges for divers with disabilities, and to brief and guide a diver
with physical or mental challenges in open water including preparation and briefing, entry
and exit techniques, descent and ascent techniques, weighting and trim. On Open Water
Workshop Two, divers will focus on completing skills practice in open water.
Both workshops are required for divers to earn the PADI Adaptive Techniques
Specialty certification. Open Water Workshop Two is optional for the PADI Adaptive
Support Diver certification.
Dives, Times, Depths and Gases

1. The minimum number of dives for certification as a PADI Adaptive Techniques
Specialty Instructor is two open water dives. The minimum number of dives for
certification as a PADI Adaptive Support Diver is one.
2. All dives must be planned as no stop (no decompression) dives. Divers may use
enriched air to extend no stop time or add conservatism if they are certified as PADI
Enriched Air Divers (or have a qualifying certification).
3. The recommended depth for all open water dives is 6-12 metres/20-40 feet,
with 18 metres/60 feet the maximum.
General Considerations
1. Involve student divers in dive planning activities.
2. Conduct a thorough briefing.
3. Use qualified certified assistants to help provide supervision on the bottom, at safety
stops and on the surface.

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Open Water Workshop One

By the end of Open Water Workshop One, student divers should be able to:
1. Assess an open water dive site and identify possible challenges for divers with disabilities.
2. Brief and guide a diver with physical or mental challenges in open water including:
• Preparation and briefing
• Entry and exit techniques
• Descent and ascent techniques
• Weighting and trim
• Debriefing
I. Open Water Workshop One Standards

A. Environment: Open water
B. Maximum Depth: 18 metres/60 feet
II. Suggested Sequence

A. Briefing
1. Explain to students that the goal of this workshop is to familiarize them with
assisting and guiding divers with physical or mental challenges in the open
water environment.
2 Through role play, they’ll practice overcoming challenges with entry and
exits, buoyancy and weight trim while simulating a diver with a disability or
acting as a support diver.
3. The emphasis of this exercise is learning to protect divers with disabilities while
being efficient and effectively communicating.
B. Site Assessment and Accessibility Workshop
1. Explain to students that getting divers to and from an open water site (boat
and/or shore) begins with a site assessment. Remind students to apply what
they learned and practiced during confined water sessions regarding transfers
and diver comfort.
2. Conduct an accessibility workshop that has students aid a visually impaired
and/or mobility impaired diver in moving around the open water area and
related zones.
a. Assign roles as support divers and divers simulating a variety disabilities; or
include divers with actual disabilities.

Adaptive Techniques
b. Ideally, cover both shore and boat sites.

3. For shore entries, highlight these considerations:
a. Carpet or conveyor belt matting wider than a wheelchair can facilitate
access to the entry point.
b. Plastic sleds lined with neoprene or closed-cell foam mats allow dragging
divers with disabilities to the entry point and can be slid into the water to
facilitate entry. They can also be used to transport equipment.
c. Fitting a beach lounger with wheelbarrow wheels (or fabricating
something similar yourself) is another viable option.
4. For boat diving, highlight these considerations:
a. Secure wheelchairs and any other equipment that may move while
underway.
b. Have an ice chest with cool water sprays and towels to help divers stay
cool, and make sure to cover benches or seats that have been in the sun
with towels or wet suits.
c. In a colder environment, have a warm-box with warm towels, foil blankets
or fleece throws, and hot drinks. Provide a private area and respect
individuals’ dignity.
d. Lifting slings (commonly used in rescue operations) can be used to assist
entry and exit if there is a hoist on the boat (or one can be rigged).
Mobility transfer belts are also useful.
C. Open Water Dive One
1. Organize scenarios to include a support diver helping a diver with disabilities
with equipment preparation, briefing, entry and exit, descent and ascent,
weighting and trim and debriefing.
a. If divers with actual disabilities are not available, instruct student divers to
be as realistic as possible when role playing disabilities.
2. Highlight the change of pace needed when leading a dive for divers with
physical or mental challenges; particularly for those without the use of their legs.
a. Advise support divers to use the method of mobility and techniques best
suited to the divers they’re guiding. This helps divers learn from role-
modeling. For example, support divers should swim with their arms when
diving with divers who can’t use their legs to show proper swimming
technique.
D. Post-Dive Procedures
1. Check in with surface support staff (as required).
2. Remove and safely stow equipment.

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E. Debriefing
1. Provide positive reinforcement and assess performance.
2. Have student divers discuss briefing and guiding divers with disabilities.
3. Guide discussions to address what worked, what didn’t work and how things
may be done differently the next time.
4. Log the dive (instructor signs log book/approves digital log).
Open Water Workshop Two

By the end of Open Water Workshop Two, dive professionals should be able to:
1. Brief and have role-playing student divers practice, in open water, at least two skills selected
from the Open Water Diver (or Freediver) course, or an appropriate skill from any PADI
continuing education course.
I. Open Water Workshop Two Standards

A. Environment: Open water
B. Maximum Depth: 18 metres/60 feet
II. Suggested Sequence

Note to Instructor
Because PADI Divemasters (or Master Freedivers) are not qualified to independently conduct
skills in open water, their focus during this workshop should be on learning adaptive
techniques that will prepare them to be a more effective assistants.
This workshop is identical in format to Confined Water Workshop Two, except it takes place
in open water and can include skills from any PADI course.
A. Briefing
1. Explain to dive professionals that the goal of Open Water Workshop Two is to
apply the skills developed during Confined Water Workshop Two and Open
Water Workshop One in an open water environment.
B. Set Up
1. Assign dive professionals the roles of instructor, assistant, or student diver.
Have student divers role play divers with a variety of abilities and select at least
two Open Water Diver (or Freediver) course skills or an appropriate skill from
any PADI course.

Adaptive Techniques
a. For continuing education course skills, ensure that the skill is appropriate
for the environment and has a high likelihood of success. For example:
i. Navigate a square pattern (PADI Advanced Open Water Diver)
ii. Surface an unresponsive diver (PADI Rescue Diver)
2. Review the different duties of instructors, certified assistants and student
divers, and have dive professionals switch in order to play all roles.
a. Organize this to optimize dive flow: For example, diver one guides
during entry, diver two conducts the descent, diver three takes over for
navigating the square pattern.
b. Perform a dry run through the chosen skills and dive sequence
comprehensively before entry.
3. For each scenario, have candidates review the performance requirements from
the PADI Instructor Manual (or PADI Freediver Program Instructor Guide). Also
have them refer to the Disability and Diving Reference (found in the Appendix
of this guide) for the disability their student diver has to identify additional
considerations.
C. Open Water Dive
1. Organize scenarios to include a briefing, student diver practice, appropriate
response to likely problems and a debriefing.
2. Encourage dive professionals to take everything they’ve learned and apply it to
maintaining control and using adaptive techniques to complete skills in open
water.
D. Post-Dive Procedures
1. Check in with surface support staff (as required).
2. Remove and safely stow equipment.
E. Debriefing
1. Provide positive reinforcement and assess performance.
2. Have student divers discuss the skills they selected to conduct on the dive and
what techniques they used with the divers with disabilities.
3. Guide discussions to address what worked, what didn’t work and possible
improvements and techniques to assist physically or mentally challenged divers.
4. Log the dive (instructor signs log book/approves digital log).

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Adaptive Techniques
APPENDIX

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Adaptive Techniques
Knowledge Review Part 1
For Adaptive Techniques Specialty and Adaptive Support Diver students, complete this
knowledge review. If there’s something you don’t understand, ask your instructor to explain
it to you.
1. The PADI Adaptive Support Diver course is designed to equip divers with helpful
techniques and communication skills for buddying with divers with disabilities and
assisting them with all aspects of diving.
£ True
£ False
2. What general considerations do you have when working with divers with disabilities?
(Choose all that apply.)
£ a. Communicate with divers
£ b. Keep a positive attitude from the start
£ c. Appreciate the divers’ motivation
£ d. Avoid preconceptions
3. It’s important to know when to help or not help a diver with a disability. If physical
assistance is required, discuss and agree on when and how you’ll help to avoid
awkward situations.
£ True
£ False
4. What can you do to help divers with disabilities put on and stay warm in their wet
suits? (Choose all that apply.)
£ a. Provide suits with leg and sleeve zips.
£ b. Use plastic bags or commercially available suit lube to help put the suit on.
£ c. Use cable ties to reduce excess suit material and protect stumps.
£ d. Remove the unnecessary part of a wet suit and reseal it.
5. Full face masks are sometimes used to help with underwater communication but
require special training first.
£ True
£ False

Adaptive Techniques
exits and lifts? (Choose all that apply.)
£ a. Use sound judgment and caution when assisting and lifting divers. If in any doubt, ask
for assistance.
£ b. Position wheelchairs, canes or crutches for easier entries and exits, and provide
necessary lifting or steadying.
£ c. Make sure everyone involved uses proper lifting techniques.
7. What special equipment may help divers with disabilities in the water? (Choose all
that apply.)
£ a. Electronic compasses
£ b. Magnifying glass attached to a mask
£ c. Webbed gloves
£ d. Small cylinders
8. To help a diver with disabilities weight for neutral buoyancy and proper trim, you should
have small weights that can be clipped in various positions.
£ True
£ False
9. Even simple equipment adaptations, such as changing the position of a regulator

second stage hose from right to left, should only be performed by the manufacturer.
£ True
£ False
10. If divers with disabilities are unable to complete all the skills required for certification as
a PADI Open Water Diver, they may (choose all that apply):
£ a. be able to earn the PADI Scuba Diver certification.
£ b. continue to dive as Discover Scuba Diving participants.
£ c. continue to dive as participants of the PADI Seal Team program.
Student Diver Statement:
I’ve reviewed the questions and answers, and any I answered incorrectly or incompletely I have
had explained to me and/or reviewed the material, so that I now understand what I missed.
Diver Name __________________________________________________________________
Signature______________________________________________ Date________________

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Adaptive Techniques
Knowledge Review Part 2
For Adaptive Techniques Specialty students, complete this knowledge review. If there’s
something you don’t understand, ask your instructor to explain it to you.
1. The Adaptive Techniques Specialty course introduces dive professionals to adaptive

teaching techniques that can be used to assist student divers in mastering skills and
meeting PADI course performance requirements.
£ True
£ False
2. Holistic teaching has components that help divers maintain a positive self-image and
confidence, including (choose all that apply):
£ a. building trust.
£ b. setting goals.
£ c. managing challenges and stress.
£ d. employing appropriate humor and fun.
£ e. problem solving.
3. Adaptive teaching is applying a variety of creative techniques to help divers master skills
during diver education without compromising course standards.
£ True
£ False
4. All learning disabilities are conditions in which individuals have difficulty reading.
£ True
£ False
5. In many areas, laws protect people with disabilities from discrimination, which means
that a dive business’ policies should not unfairly exclude anyone from participating in
£ True
£ False

Adaptive Techniques
6. PADI Standards do not allow any changes to equipment configurations, such as moving
the second stage regulator to the diver’s left side.
£ True
£ False
7. When choosing an open water dive site for divers with disabilities, you should consider
(choose all that apply):
£ a. appropriate access without obstacles and obstructions.
£ b. facilities for privacy.
£ c. appropriate depth.
£ d. good water conditions.
8 When teaching a diver with a disability, you can offer encouragement using an indirect
approach, which means
£ a. telling the diver exactly what to do and how to do it.
£ b. allowing the diver to see other participants practicing and enjoying themselves, then
inviting the diver to give it a try.
9. What general considerations assist those with limited mobility at facilities such as
classrooms? (Choose all that apply.)
£ a. Ramps and wide doorways
£ b. Accessible toilets
£ c. Handrails
£ d. Chairs with arms
Student Diver Statement:
I’ve reviewed the questions and answers, and any I answered incorrectly or incompletely I have
had explained to me and/or reviewed the material, so that I now understand what I missed.
Diver Name __________________________________________________________________
Signature______________________________________________ Date________________

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Adaptive Techniques
Knowledge Review Part 1 Answer Key
Note to Instructor
To assess knowledge, review the Knowledge Review student divers completed. Prescriptively
teach answers to questions student divers may have missed, or have answered incorrectly or
incompletely. Ensure student divers understand what they have missed.
1. The PADI Adaptive Support Diver course is designed to equip divers with helpful
techniques and communication skills for buddying with divers with disabilities and
assisting them with all aspects of diving.
¢ True
£ False
2. What general considerations do you have when working with divers with disabilities?
(Choose all that apply.)
¢ a. Communicate with divers
¢ b. Keep a positive attitude from the start
¢ c. Appreciate the divers’ motivation
¢ d. Avoid preconceptions
3. It’s important to know when to help or not help a diver with a disability. If physical
assistance is required, discuss and agree on when and how you’ll help to avoid
awkward situations.
¢ True
£ False
4. What can you do to help divers with disabilities put on and stay warm in their wet
suits? (Choose all that apply.)
¢ a. Provide suits with leg and sleeve zips.
¢ b. Use plastic bags or commercially available suit lube to help put the suit on.
¢ c. Use cable ties to reduce excess suit material and protect stumps.
¢ d. Remove the unnecessary part of a wet suit and reseal it.
5. Full face masks are sometimes used to help with underwater communication but
require special training first.
¢ True
£ False

Adaptive Techniques
exits and lifts? (Choose all that apply.)
¢ a. Use sound judgment and caution when assisting and lifting divers. If in any
doubt, ask for assistance.
¢ b. Position wheelchairs, canes or crutches for easier entries and exits, and provide
necessary lifting or steadying.
¢ c. Make sure everyone involved uses proper lifting techniques.
7. What special equipment may help divers with disabilities in the water? (Choose all
that apply.)
£ a. Electronic compasses
¢ b. Magnifying glass attached to a mask
¢ c. Webbed gloves
¢ d. Small cylinders
8. To help a diver with disabilities weight for neutral buoyancy and proper trim, you should
have small weights that can be clipped in various positions.
¢ True
£ False
9. Even simple equipment adaptations, such as changing the position of a regulator

second stage hose from right to left, should only be performed by the manufacturer.
£ True
¢ False
10. If divers with disabilities are unable to complete all the skills required for certification as
a PADI Open Water Diver, they may (choose all that apply):
¢ a. be able to earn the PADI Scuba Diver certification.
¢ b. continue to dive as Discover Scuba Diving participants.
¢ c. continue to dive as participants of the PADI Seal Team program.

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Adaptive Techniques
Knowledge Review Part 2 Answer Key
Note to Instructor
To assess knowledge, review the Knowledge Review student divers completed. Prescriptively
teach answers to questions student divers may have missed, or have answered incorrectly or
incompletely. Ensure student divers understand what they have missed.
1. The Adaptive Techniques Specialty course introduces dive professionals to adaptive

teaching techniques that can be used to assist student divers in mastering skills and
meeting PADI course performance requirements.
¢ True
£ False
2. Holistic teaching has components that help divers maintain a positive self-image and
confidence, including (choose all that apply):
¢ a. building trust.
¢ b. setting goals.
¢ c. managing challenges and stress.
¢ d. employing appropriate humor and fun.
¢ e. problem solving.
3. Adaptive teaching is applying a variety of creative techniques to help divers master skills
during diver education without compromising course standards.
¢ True
£ False
4. All learning disabilities are conditions in which individuals have difficulty reading.
£ True
¢ False
5. In many areas, laws protect people with disabilities from discrimination, which means
that a dive business’ policies should not unfairly exclude anyone from participating in
¢ True
£ False

Adaptive Techniques
6. PADI Standards do not allow any changes to equipment configurations, such as moving
the second stage regulator to the diver’s left side.
£ True
¢ False
7. When choosing an open water dive site for divers with disabilities, you should consider
(choose all that apply):
¢ a. appropriate access without obstacles and obstructions.
¢ b. facilities for privacy.
¢ c. appropriate depth.
¢ d. good water conditions.
8 When teaching a diver with a disability, you can offer encouragement using an indirect
approach, which means
£ a. telling the diver exactly what to do and how to do it.
¢ b. allowing the diver to see other participants practicing and enjoying
themselves, then inviting the diver to give it a try.
9. What general considerations assist those with limited mobility at facilities such as
classrooms? (Choose all that apply.)
¢ a. Ramps and wide doorways
¢ b. Accessible toilets
¢ c. Handrails
¢ d. Chairs with arms

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Disability and Diving Reference

Find further resources on the PADI Pros’ Site.
Medical Considerations in General

The decision to dive is the responsibility of the interested individual and his or her physician
in consultation with the dive instructor. The Recreational Scuba Training Council (RSTC)
Medical Statement is a questionnaire that all divers complete to find out if a doctor should
examine them before participating in recreational diver training. A positive response to any
of the questions indicates a preexisting condition that may affect safety while diving, and
potential divers must seek the advice of their physicians prior to engaging in dive activities.
Have divers address any questions regarding medications and diving with their physician.If
available locally, physicians trained in diving medicine are another resource for information.
Amputations
Diving Considerations
• AK = above knee, BK = below knee.
• A missing limb(s) can significantly affect someone’s trim. Appropriate weight placement
is important and effective.
• The remaining portion of the limb (stump) should be protected at all times from injury.
• Make a point of keeping the stump clear of pressure. For example, roll up extra fabric
of a wet suit but leave sufficient room and cushion for the stump.
• Help ensure that prosthetics are kept clean and dry unless specifically designed to
get wet.
• Have divers assemble their personal gear while still mobile (for example using
wheelchair or prosthesis), and have them position gear close to the entry point.
• Be aware that many lower-limb amputees typically have very good upper-body
strength, which will help with moving about without a prosthesis.
Autistic Spectrum Disorder (ASD)

• Teaching an individual with ASD may require extra time both in the classroom and the
water. Or, it may differ only in relatively subtle ways from teaching someone not on
the spectrum.

Adaptive Techniques
• Note that divers with ASD may be socially withdrawn and avoid eye contact, but still be
listening. They may frequently ask “Why?” and strive to understand new information
more thoroughly. They may also ask questions that, to you, don’t make sense, and they
may make associations that you don’t readily identify.
• Be cautious about first impressions. Be aware that many individuals with ASD are highly
intelligent. Some may be able to answer test questions perfectly, yet have difficulty
connecting the concepts to the realities and applications in diving.
• People with ASD often dislike being rushed and prefer a routine. If rushed they may
exhibit their frustration physically and/or withdraw.
• Some individuals may have sensitivities to types of noise (like a compressor) or touch
(like the feel of an exposure suit). They may acclimate with time, at their own pace.
• Talk to their parents/guardians about how best to communicate and handle problems.
Highly functioning individuals, and those with Asperger’s, may tell you themselves.
• Individuals with ASD differ significantly in their challenges and strengths/weaknesses.
Never assume the characteristics of one person with autism will be shared by another
with autism.
• Allow adequate time to master skills.
Cerebral Palsy
• The use of some adaptive equipment may be required. For those with muscle
contracture of the jaw or low muscle tone, retaining a mouthpiece may be difficult;
consider using a full face mask if you are a Full Face Mask Diver Instructor.
• Note that CP sufferers will often tire quickly due to the increased effort they have to put
into their muscle control. Consider this when planning dives, and allow time to rest and
recuperate between sessions.
• CP does not always affect an individual’s cognition. Talk with the diver and the
caregivers to determine an effective approach.
• Allow adequate time to master skills.

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Chronic Pain
• Drugs used to manage chronic pain must be cleared in the context of diving.
• Be aware of limitations when an individual is diving with long-term pain.
• Most sufferers find that, with care, they manage most manual work, however, there is
generally a subsequent onset of pain. Divers may overexert themselves on day one and
be unable to continue on following days. Pace classes and diving as needed.
• Divers need to account for contingency situations and plan to stay within an envelope
with ample reserve to respond to an emergency.
Deafness and Hearing Impairment

• Physician’s clearance is required for surgical interventions, such as cochlear implants.
Advise people with ossicle damage to mention this to their physicians, as it may be
complicated by a middle ear squeeze.
• Assist people who can lip read by maintaining eye contact and speaking clearly.
• Do not assume that the lip reader has understood everything you said.
• Incorporate use of visual aids with your speech.
• For people with physical damage to their ears, consider adapted masks for their comfort
and safety. For example, some masks protect the ears from direct contact with water.
• Consider using a buddy line.
• Consider using an interpreter, and learning some basic sign language.
Diabetes
• Diabetes, in some cases, is considered a contraindication to diving. However, with
a physician’s evaluation and approval, those with controlled diabetes have been
successful divers when using certain parameters. Reference the DAN Summary
Guidelines for Divers with Diabetes – https://www.diversalertnetwork.org/files/
DiabetesSummaryGuidelines.pdf

Adaptive Techniques
• The dive buddy/leader should be informed of the diver’s condition and the steps to
follow in case of a problem.
• Divers should carry readily accessible oral glucose during all dives and have parenteral
glucagon available at the surface.
• Blood glucose (BG) ≥150 mg·dL-1 (8.3 mmol·L-1), stable or rising, before entering the
water – complete a minimum of three predive BG tests to evaluate trends: 60 minutes,
30 minutes and immediately prior to diving.
• If hypoglycemia is noticed underwater, the diver should surface (with buddy), establish
positive buoyancy, ingest glucose and leave the water.
• Check blood sugar frequently for 12 to 15 hours after diving.
Multiple Sclerosis (MS)

• Medication should be evaluated in a diving context, and a physician trained in diving
medicine consulted as necessary.
• Individuals with MS may suffer from severe muscle weakness and fatigue and get very
tired during physical activity.
• As in all cases, the decision to dive is the responsibility of the individual and the doctor
in consultation with the instructor.
• Many sufferers develop visual impairment as their disease progresses.
• Ensure dive activities are appropriate for the individual; the decision requires balancing
the benefits with the potential costs of the associated exertion.
Muscular Dystrophy
• Note that the disease is progressive and individuals should be reassessed after a lapse
in diving.
• Individuals will often tire quickly due to the extra energy used to try to control
their muscles. The work of breathing may be a concern for some people with
muscular dystrophy.
• Allow plenty of time to make the experience enjoyable and to reduce stress.

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Post Traumatic Stress Disorder

• Every person who suffers with PTSD reacts differently; apply considerations individually.
Assess divers for readiness before training.
• Many people with PTSD are comfortable talking about how it affects them; learn
as much as you can about their PTSD without being invasive and, if possible,
identify triggers.
• If someone is unable to talk about it, try to gain information from friends, family and
caregivers, with the individual’s permission.
• Note signs of discomfort and mood changes, and try to preempt difficulties.
• Stay calm, and use eye contact underwater for reassurance; keep a calm voice when on
the surface.
• Communication is key, and a student-led approach is best.
• Many people with PTSD have extreme mood swings and strong reactions. Should these
occur, allow divers time and privacy to collect themselves.
• Slates or wet books may help those with short-term memory concerns.
Sight Impairment
• Diving without sight can be extremely adventurous and lead to a huge sense of
accomplishment.
• Use of touch communication is essential.
• It is extremely important that the communication between you and the sight-impaired
diver is clear and easy.
• Establish clear touch-signals and review them frequently.

Adaptive Techniques
Spinal Injuries
• Below the level of injury, loss of heat regulation may occur. This could lead to
overheating on a warm day, or chilling and fatigue when it’s cold. Ensure appropriate
exposure protection.
• Due to restricted, or lack of, arm movement, paraplegics will require assistance in
transferring from wheelchairs or when swimming and donning equipment. Consider
that many divers with spinal injuries have trunk balance challenges due to lack of
core strength.
• Bladder and bowel control may be affected; take note and facilitate with
appropriate facilities.
• Ensure that fragile skin areas are protected. The buttock area, knees, shins, elbows,
sacral area, toes and heels are at high risk; ensure cushioning and even-weight
distribution. Many will have pressure cushions prescribed. Be aware of pressure issues
including bruises, abrasions to skin and sunburn. Use adequate protective clothing,
such as wet suit, booties, tennis shoes, knee pads, heavy pants, etc.
• When putting on equipment, for example the wet suit, be very aware of toes
and fingers.
• Any medications must be cleared for use while diving by a doctor.
• Be aware of the potential for autonomic dysreflexia (rapid blood pressure rise); divers
may carry a reference card.
Traumatic Brain Injury

• Note any weakness of limbs, stability, or other significant factors and account for
fatigue and possible bowel and bladder care when planning activities.
• Poor decision making and potential memory issues may be evident. Slates or wet books
may be useful.

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BUOYANCY AND TRIM CHART
Use this chart to note specific factors affecting buoyancy and trim for future reference.
Include details on exposure suits, cylinder types and the amount, type and position of weights.
Conditions Exposure Suit Cylinder Weight Placement

¨ Fresh Type ___________________ Type ___________________ ¨ BCD integrated
¨ Salt Thickness ______________ Volume ________________ ¨ Belt
¨ Hood Starting weight __________ ¨ Harness

¨ Boots Ending weight ___________ ¨ Trim weights (mark on chart)
¨ Gloves Type ______________
Weight ____________
Position ____________
Attachment notes ___________________
___________________________________
___________________________________
___________________________________

Adaptive Techniques
PADI Specialty Training Record

Adaptive Techniques Specialty Course
Instructor Statement
I verify that this dive professional has satisfactorily completed all knowledge development,
confined water and open water sessions as outlined in the PADI Adaptive Techniques Specialty
Course Instructor Guide. I am a renewed, Teaching status PADI Instructor in this specialty.
Instructor Name____________________________________ PADI #_____________________
Instructor Signature_________________________________ Completion Date____________
Confined Water Workshops

Workshop One
I verify that this dive professional has satisfactorily completed Workshop One as outlined in
the PADI Adaptive Techniques Specialty Instructor Guide, including:
• Demonstrate appropriate diver transfer and lifting techniques.
• Assist a diver don a full suit while protecting the diver’s extremities.
• Assist a diver enter the water and don scuba equipment.
• Assist a diver establish neutral buoyancy and appropriate trim.
• Recognize and demonstrate touch-hand signals underwater.
• Tow a simulated tired diver at least 25 metres/yards.
• Respond appropriately to a distressed diver both on the surface and underwater.
• Swim a minimum of 10 metres/33 feet using adaptive arm stroke techniques.
• Assist a diver to remove scuba equipment and exit the water.
I am a renewed, Teaching status PADI Instructor in this specialty.


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Workshop Two
I verify that this dive professional has satisfactorily completed Dive Two as outlined in the PADI
Adaptive Techniques Specialty Instructor Guide, including
• Brief, demonstrate and have role-playing student divers practice at least two underwater
skills and one surface skill in a scenario based on a disability.
Open Water Workshops
Workshop One
• Assess an open water dive site and identify possible challenges for divers with disabilities.
• Brief and guide a diver with physical or mental challenges in open water.
Workshop Two
I verify that this dive professional has satisfactorily completed Workshop Two as outlined in
• Brief and have role-playing student divers practice at least two skills.
Student Diver Statement
I verify that I have completed all performance requirements for the Adaptive Techniques
Specialty course. I am adequately prepared to dive in areas and under conditions similar to
those in which I was trained. I agree to abide by PADI Standard Safe Diving Practices.
Diver Signature __________________________________________ Date: ________________

Adaptive Techniques
PADI Specialty Training Record

Adaptive Support Diver Course
Instructor Statement
I verify that this diver has satisfactorily completed all knowledge development, confined
water and open water sessions as outlined in the PADI Adaptive Techniques Specialty
Course Instructor Guide. I am a renewed, Teaching status PADI Instructor in this specialty.
Confined Water Workshop One

I verify that this diver has satisfactorily completed Workshop One as outlined in the PADI
Adaptive Techniques Specialty Instructor Guide, including:
• Demonstrate appropriate diver transfer and lifting techniques.
• Assist a diver to don a full suit while protecting the diver’s extremities.
• Assist a diver to enter the water and don scuba equipment.
• Assist a diver to establish neutral buoyancy and appropriate trim.
• Recognize and demonstrate touch-hand signals underwater.
• Tow a simulated tired diver at least 25 metres/yards.
• Respond appropriately to a distressed diver both on the surface and underwater.
• Swim a minimum of 10 metres/33 feet using adaptive arm stroke techniques.
• Assist a diver remove scuba equipment and exit the water.

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Open Water Workshop One

• Assess an open water dive site and identify possible challenges for divers
with disabilities.
• Brief and guide a diver with physical or mental challenges in open water.
Student Diver Statement
I verify that I have completed all performance requirements for the Adaptive Techniques
Specialty course. I am adequately prepared to dive in areas and under conditions similar to
those in which I was trained. I agree to abide by PADI Standard Safe Diving Practices.
Diver Signature __________________________________________ Date ________________

Adaptive Techniques
Learning Agreement
Learning Agreement with ___________________________________________
(dive center)
Welcome to the PADI ________________________________ course. We’re confident that

you’ll find your dive training both fun and rewarding. To learn and practice important
concepts and skills for using life-support equipment underwater, you must invest the time
needed to do it. This learning agreement is between you ___________________________
and our instructional staff regarding our mutual responsibilities in this program.
Student Diver Responsibilities

I ___________________________ agree to study independently as specified by my instructor.
In general, this means that before each practical session, I’ll complete assigned knowledge
development portion of the course, including:
• Read/watch the assigned PADI Manual section(s).
• Complete the assigned Knowledge Review(s).
• Complete the Final Exam (as assigned).
In addition, I agree to:
• Follow all course procedures as set forth by my instructor.
• Ask questions about anything not understood.
• Be on time and be prepared for each practical session.
If I don’t follow the points above, I understand that I may need to reschedule practical
sessions, and that I’m responsible for any additional related costs. In scheduling and
determining additional costs, ________________________________ agrees to give every
reasonable consideration to unforeseen events, such as family emergencies.
Instructor/Staff Responsibilities
The course instructor and staff agree to:
1. Start the class as scheduled.
2. Provide a positive learning environment.
3. Answer your questions to the best of our ability.

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4. Assist you through any course challenges.

5. Provide opportunities for as many knowledge development, confined water
dives and open water dives as necessary for you to comfortably master course
performance objectives. The course fee is based on an average, and includes all
knowledge development assessments, __________ of confined water dives and
__________ of open water dives. Because people learn skills at different rates, the
course is student-centered and performance-based, not time-based. Additional
sessions may be needed for you to comfortably meet course objectives for
certification. Course fees and additional session fees are as listed on the
fee schedule.
Student Diver Signature_____________________________________ Date _______________
Dive Center Authorized Signature_____________________________ Date_______________

Adaptive Techniques

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ADAPTIVE

PADI Adaptive Techniques

Product No. 70249 (Rev. 10/17) Version 1.0

2 Specialty Course Instructor Guide

Specialty Course Instructor Guide 3

4 Specialty Course Instructor Guide

How to Use this Guide

Course Philosophy and Goals

Specialty Course Instructor Guide 5

PADI’s Approach to Divers with Disabilities

6 Specialty Course Instructor Guide

Course Flow Options

Note to PADI FreediverTM Instructors

Specialty Course Instructor Guide 7

Minimum Instructor PADI Adaptive Techniques Specialty Instructor

Prerequisites PADI Divemaster or PADI Master Freediver

Minimum Age 18 years

Ratios Confined Water: 9:1

Site, Depths Depth: 18 metres/60 feet; 6-12 metres/20-40 feet recommended

Materials and Instructor: Student Diver:

8 Specialty Course Instructor Guide

Topic PADI Adaptive Support Diver Specialty

Minimum Instructor PADI Adaptive Techniques Specialty Instructor

Prerequisites PADI Open Water Diver or PADI Freediver

Ratios Confined Water: 9:1

Materials and Instructor: Student Diver:

Specialty Course Instructor Guide 9

Student Diver Prerequisites – Adaptive Techniques Specialty

2. At least 18 years old.

Student Diver Prerequisites – Adaptive Support Diver

Supervision and Ratios

10 Specialty Course Instructor Guide

A Teaching status PADI Adaptive Techniques Specialty Instructor must be present

Confined Water Sessions

Open Water Sessions

Site, Depths and Hours

Specialty Course Instructor Guide 11

Materials and Equipment

12 Specialty Course Instructor Guide

• Popup tents or similar for privacy during changing/personal care

Certification Requirements and Procedures

Links to Other Courses

Specialty Course Instructor Guide 13

14 Specialty Course Instructor Guide

D. Performance Requirements and Certification

Specialty Course Instructor Guide 15

b. The Adaptive Support Diver certification also credits toward the

II. Adaptive and Holistic Teaching

16 Specialty Course Instructor Guide

• Can it accommodate a wheelchair?

Specialty Course Instructor Guide 17

• Are parking facilities, terrain, ramps and door widths adequate?

• Always ensure improvements meet local legislative requirements.

Option Two – Challenge Course

18 Specialty Course Instructor Guide

1. What seven components of holistic teaching help to maintain a student diver’s

Specialty Course Instructor Guide 19

a. Slow down – you increase your ability to teach effectively by slowing

20 Specialty Course Instructor Guide

a. Determining medical fitness to dive begins with completing the RSTC

Specialty Course Instructor Guide 21

c. Either experience can result in a PADI Discover Scuba Diving eCard to

III. Assisting Divers with Disabilities

1. What are four general considerations when working with divers