This year, students in Turner High School’s special education program took part in a swim initiative led by first-year Occupational Therapy (OT) students from KU Medical Center. The program brought several sessions to the Turner Aquatics Center - a facility that, notably, is one of the few publicly available indoor pools in Wyandotte County.

“Our partnership with Turner High School was built on the desire to support physical activity within the special education department,” said Lacy Wright, Clinical Assistant Professor for Occupational Therapy Education at KU.

About choosing to focus on physical activity in the aquatics center, Wright shared, “There is a general benefit to a change of environment and physical activity to improve health and wellness. The benefits were always immediately seen with smiles on the students faces as soon as they entered the pool. In addition to exercise, supporting swim skills and safety around water is important.”

The program brought occupational therapy students into the Turner High School Life Skills classroom over several sessions to co-lead water-based activities. The intention was to create a safe, engaging space for movement and interaction, allowing the students to participate fully, regardless of their physical or sensory challenges.

Turner High School special education teacher Laura Smith says the impact of the program was felt immediately.

“First of all, they absolutely love it,” Smith said. “Our students experience a level of sheer joy when they get into the pool. It helps them emotionally regulate, and they’re ready to face the rest of the day with a positive attitude.”

Smith cited research from the National Institutes of Health showing that swimming is especially beneficial for students who struggle with fine motor skills or sensory sensitivities.

“Swimming is an inclusive and safe activity that all of our students enjoy and benefit from,” Smith said.

KU OT students echoed that sentiment. “The pool offered a flexible and supportive setting,” said OT students Claire and Noor. “It allowed each student to engage meaningfully, build on their strengths, and experience success. This is especially valuable for students with motor challenges or sensory processing needs.”

Additionally, these sessions in which students were participating in group activities fostered social interaction and communication between students. This helps build confidence that translates to increased participation in school and daily life.

As the semester progressed, so did the students’ confidence and connection - not just with their classmates, but with the KU OT students.

Those students – Drew, Claire, and Noor – shared that they looked forward to these sessions just as much as the high school students.

“I enjoyed building rapport with the students, learning how to communicate with each individual, and celebrating their progression of swimming skills. These moments at THS reinforced why I am passionate about becoming an occupational therapist,” shared Drew.

Claire and Noor felt similarly and loved “watching the progress over time, whether it’s a student becoming more confident in the water, engaging more with peers, or mastering a new skill.”

Another outcome of the program was the shift in how students viewed the privilege of participation. Smith noted that, like general education students who must meet certain academic or behavioral standards to join extracurriculars, her students were held to the same expectations for aquatics time.

“The biggest change I have noticed is that our students are so grateful for the opportunity to swim. They understand that swimming is a privilege and not a right,” said Smith.

“I say this because even high school students in the general education setting are offered similar privileges and are expected to maintain certain aspects of their student performance such as a specific grade point average and behaving with expected and positive student actions.

Our students are now being granted this same standard, but with swimming. This type of program allows for equity among all of our students regardless of what classroom they are in. This allows our students to experience character growth and an opportunity to be challenged just as their fellow peers outside of the special education classroom are.”

She added that these types of experiences - where students with disabilities are expected to rise to a challenge rather than be sheltered from it - are crucial for building confidence and resilience.

“So often individuals with certain specific identities are seen as unable to do something without being given the opportunity to succeed or fail,” she said. “When our students are seen as capable, they believe that they are. How can we find out if they are never presented with the opportunity?”

After a successful pilot year, both THS and KU staff are already planning for what comes next. Wright says they hope to expand the program’s reach and impact next school year. “We’re working on creating even more pool time, possibly including general education peers during sessions, and exploring how proficient swimmers might bridge into general education swim classes to create more inclusive experiences.”

“This whole swimming experience has been a fantastic opportunity for all staff and students alike,” said Smith. “I am so proud of my students for being successful in this program, and I am forever grateful for an administration that really sees our special education students as capable.”

Thank you to the University of Kansas Medical Center’s Occupational Therapy Education program for making this collaboration possible.

As Smith put it, “Go Jayhawks! Go Bears!”