Inclusive Recreation
Programs and Services for Diverse Populations
408 Pages
Everyone should have the opportunity to enjoy the benefits of recreation. As the demographics of our communities continue to change and expand, it will be more important than ever for recreation professionals to be prepared to provide access to anyone and everyone who wants to participate. In Inclusive Recreation: Programs and Services for Diverse Populations, students will learn to provide programs and services not only to individuals with disabilities but also to people of both sexes and all ages, cultures, ethnicities, races, and religions.
Written by 26 leading professors and professionals in the field, Inclusive Recreation provides the knowledge and skills that students will need in their careers to ensure that all people will be able to participate in the recreation programs they provide. The book features the following:
- The latest acknowledged theories in inclusion, as well as information on history, legislation, and cultural competence, to serve as the basis for students’ understanding of the field
- Strategies for becoming more conscious of diversity and disability and using appropriate language and communication skills so that students will be better prepared to consider and work with everyone in their community
- A thorough discussion of universal design in both facilities and services to help students plan inclusive experiences that appeal to the broadest possible audience
- Chapters on specific service areas, including sports, fitness and wellness, outdoor and adventure, arts and culture, aquatics, and tourism, so students will have a better feel for how inclusion strategies work in various programs
Inclusive Recreation also helps students learn more about the groups they’ll likely meet as professionals. They’ll look at the socio-demographic characteristics of each group, the factors that affect their recreation participation, and approaches for serving the needs of each population. They’ll also be encouraged to examine their own biases and think about how those biases could affect their ability to provide services to their clients. In addition, students will find information on staff training, designing respectful accommodations, and marketing, including pricing, promotion, and evaluation of service quality.
Throughout the book are examples of inclusive practices from a variety of sectors to help students understand how inclusion strategies work in real programs. Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries, including Australia, Brazil, Canada, Japan, and the United Kingdom. Each spotlight includes a description of the program, a short history, and information on who is served by the program. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices and help students explore their career options. The book also includes an online student resource (OSR), which features learning activities that assist studentts in applying the concepts being covered, assignments for each chapter that help them develop their critical-thinking skills and make personal connections to the content, and lists of Web sites to facilitate further discussion and research.
Inclusive Recreation offers theory and practical applications to prepare students to implement inclusive facility access, training, programming, and services for a variety of recreation activities. Readers will consider how recreation, leisure, and tourism activities can become accessible to all the community members they serve.
Preface
Part I Foundations of Inclusive Recreation
Chapter 1 Introduction to Inclusion
Jody H. Hironaka-Juteau, EdD, CTRS, RTC, and Tracey Crawford, CTRS, CPRP
Chapter 2 Inclusive Recreation History and Legislation
Rodney Dieser, PhD, and Kathleen G. Scholl, PhD, CTRS
Chapter 3 Building Cultural Competencies
Pamala Morris, PhD
Chapter 4 Inclusion Concepts, Processes, and Models
Terry Long, PhD, and Terry Robertson, PhD
Part II The Inclusion Process for Recreation and Leisure: Access and Training for Clients, Staff, and Volunteers
Chapter 5Marketing Inclusive Recreation Experiences
Stephanie West, PhD, and Erik Rabinowitz, PhD
Chapter 6 Providing Leisure Services for Diverse Populations
Monika Stodolska, PhD
Chapter 7 Staff Training for Inclusion
Kathleen G. Scholl, PhD, CTRS, and Torrie Dunlap
Part III Applying Inclusive Practices in Recreation and Leisure
Chapter 8 Universal Design in Recreation
Cindy Dillenschneider, MS Ed, and Cindy Burkhour, MA, CTRS, CPRP
Chapter 9Designing Inclusive Experiences
Nancy Nisbett, EdD, CTRS, RTC
Part IV Inclusive Recreation and Leisure Programs and Services
Chapter 10 Play and Playgrounds
Cindy Burkhour, MA, CTRS, CPRP, and Joan Almon
Chapter 11 Inclusive Sports
Ronald Davis, PhD
Chapter 12 Inclusive Recreation, Fitness, and Physical Activity
Sheila Swann-Guerrero, CTRS, and Amy Rauworth, MS, RCEP
Chapter 13 Inclusive Arts and Culture
Kathlyn M. Steedly, PhD
Chapter 14 Inclusive Aquatics
MaryBeth Pappas Baun, MEd
Chapter 15Inclusive Outdoor Recreation and Summer Camps
Cindy Dillenschneider, MS Ed, and Frederick Green, PhD, CTRS
Inclusion at Summer Camp: The Perfect Problatunity
Terry Long, PhD, and Terry Robertson, PhD
Chapter 16 Inclusive Adventure and Challenge Courses
Inclusive Adventure
Alison Voight, PhD, CTRS, and Alan Ewert, PhD
Inclusive Challenge Courses
Brent Wolfe, CTRS
Chapter 17 Inclusive Travel, Tourism, and Amusements
Alison Voight, PhD, CTRS, and Shu Cole, PhD
Appendix A Healthy People 2010 and the International Classification of Functioning, Disability, and Health Model
Appendix B National Recreation and Park Association Position Statement on Inclusion
Appendix C Person-Related Factors Influencing Capability
References and Resources
Index
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Begin your agency's inclusion process with these 5 steps
Quality recreation services start with your interest and willingness to serve a variety of people with a broad array of abilities.
Successful inclusion depends on an agency-wide commitment to serving all people. All levels of staff and volunteers must adopt an inclusive philosophy. This new way of thinking can transform an organization into one that is truly reflective of the community it serves and accepting of all people.
Ensure That Your Mission Statement Welcomes All
A critical piece of organizational transformation is the development of a mission statement that welcomes all people (Miller & Schleien, 1999). Examine your current mission statement. Does it accurately reflect your desire to serve people of all abilities? Is it clear, concise, and welcoming? If you are unsure what message your statement is delivering, ask a few participants to review it and give you some feedback. Generally, the use of the word all will convey your moral philosophy.
Here are some examples of inclusive mission and values statements:
- From national organizations:
- Inspiring and enabling all young people to realize their full potential as productive, responsible, and caring citizens. (Boys & Girls Clubs of America)
- We are dedicated to improving the quality of human life and to helping all people realize their fullest potential. (YMCA)
- (Core Value) We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspect of diversity. (Camp Fire USA)
- From after-school and recreation programs:
- We provide engaging, innovative, high-quality theater education and productions for children of all cultural heritages, ages, abilities and levels of interest.
- To provide learning and recreational experiences for children at all stages of development.
- We are committed to serving all children and meeting their needs for social interaction and educational enrichment.
If you decide that your mission statement needs revising, you must begin a thoughtful process that includes the key stakeholders of the agency. Mission statements often come with a long history and are meaningful to staff and volunteers who have experience with the organization. You will need to respect the history of the mission statement and work to build consensus among stakeholders. One way to accomplish this is to convene a focus group of people from the different facets of your organization. Lead them through a process to determine what core services the agency provides. Then, discuss the agency's purpose (e.g., to teach life skills through participation in team sports). Be sure that the statement is not exclusionary and invites participation from all. Once you have created a mission statement that includes all, you will have developed a vision for a caring, respectful community that welcomes people with diverse abilities.
Once you have an inclusive mission statement, do not keep it a secret. Display the mission statement in a visible place in all facilities, include it in every piece of print material, and locate it prominently on your Web site. Many organizations publish their mission statement on business cards and letterhead stationery as a way to constantly advertise their philosophy. The mission statement should be familiar to every staff member.
A complement to an inclusive mission statement is a separate inclusion statement that can be printed in all registration brochures. This will more directly invite people with disabilities to participate in the programs you offer. If families know that your agency is committed to inclusion, they will be more likely to provide you with valuable information regarding accommodations. The inclusion statement may be something like “we welcome children of all ability levels in our day camps.” This will let parents know that they will not be turned away when they call or visit to register for your programs.
Examine Your Admission Policies
Once you are sure that your agency mission statement communicates an inclusive philosophy, look at your admission policies. Are your policies rigid, or do they use mostly skill-based requirements? An example of a rigid policy is that children may not use flotation supports in the pool. Some children will never be able to swim without the support of flotation devices, because of low muscle tone or poor gross motor skills, but would benefit greatly from the opportunity to be in the swimming pool with their peers without disabilities. An accommodation to support inclusion would be to allow a child to use a flotation device. An example of a skill-based requirement is that children must perform a solo song or dance in order to participate in the community talent show or play production camp. An accommodation to facilitate inclusion could be that the child participates in the performance in another way, perhaps as a technical assistant. Your agency must have policies related to admission and enrollment and must adhere strictly to them whenever possible. In designing policies, ensure that you are not excluding groups of people by demanding prerequisite skills.
Design an Intake and Enrollment Process
Inclusion has the best chance of success when a thoughtful and respectful intake process is in place. This process will likely include staff members at several levels in an agency, including the administrative assistant or registrar, program director, and program instructors or leaders. The intake and enrollment process helps a family to feel welcomed by your agency and allows them to provide you with information and resources that will be valuable in your efforts to include a person with a disability. Families are a critical component in facilitating inclusion (National Child Care Information Center, 2003). Establishing a positive rapport with a family prior to the start of the program will enhance communication if challenges arise.
The process will likely begin with a phone call of inquiry from a parent. Be sure that the staff member who answers the phone is aware of the agency's commitment to inclusion. Many times parents are turned away at the first phone call because the person they speak to has not undergone training for inclusion. The staff member who takes the call should be able to provide the parent with information about the program, dates and times, fees, and payment schedules. This staff member will determine whether there is space available in the class and, if not, will put the participant on a waiting list. You are not required to open up a space in a class or camp that is closed in order to include a child with a disability, but you cannot deny a space if there are openings (Dunlap & Shea, 2004).
The first contact with a family may be through a registration or enrollment form. There should be a statement on the registration form that asks whether a participant needs an accommodation because of a medical condition or disability. You cannot ask for a diagnosis but should ask open-ended questions that will help you determine what types of supports will need to be in place. You may also want to include a place on the registration form for a family to let you know about any cultural concerns they have related to their participation in your program (e.g., food substitutions if meals or snacks are provided).
The next step is to invite the parent and participant to visit the program, preferably during program hours. This is an opportunity for a family to see the facility, get more information about the activities offered, and provide program staff with suggestions for accommodations. For the program staff, this is a time to find out about the family's goals for the child in the program, learn more about the strengths and interests of the child, and determine what areas may be challenging and need accommodation or additional support. This is also a time to let the family know that all information about the child will be kept confidential by program staff and that information will only be given to staff members on a need-to-know-basis. Encourage families to put important information about medications and food restrictions in writing, and keep this information in a secure location.
Here are some sample questions to include in the intake process:
- Safety
- Does your child have allergies?
- Will you provide medications and instructions for administering medication?
- Does your child require a special diet? What are her preferred snacks and eating schedule?
- What should we do if the child has a seizure or goes into diabetic shock?
- Is the child a flight risk (i.e., does he run away)?
- Who are your emergency contacts and physician, and what hospital should we send your child to in case of emergency?
- Special Interests and Talents
- Friendships: What are his friends like and what do they like to do together?
- Hobbies: What does he like to do at home in his free time?
- Interests: What are her favorite books, games, and television shows?
- Talents: What is he really good at?
- Goals: What goals do you have for your child in this program?
- Development
- Physical: How does the child move? Does he require any adaptive equipment?
- Emotional: What does he do when he is upset? What helps to calm him down?
- Social: How does she communicate? Does she use words, pictures, or gestures?
- Self-help: Does he need assistance when using the toilet? Are there specific things that he needs help with (opening his lunch or blowing his nose)?
- Your Child and Our Program
- What are his favorite types of activities?
- What are some of her fears (dogs, the dark)?
- Do any particular sounds or smells bother him?
- Does he mind being close to other children and people?
- What kinds of accommodations can we make to help her be successful in our program?
© Kids Included Together 2006.
The site visit is a good opportunity to establish a plan for ongoing communication with the parent. Decide whether you will use a daily written log, phone calls, or e-mail or will chat at the drop-off or pickup point. Be sure that the method is convenient for both you and the family, and respect the family's privacy by speaking out of earshot of other participants and their families and keeping logs and e-mails private.
The site visit will give parents an idea of what accommodations may be necessary to support successful inclusion. Be thorough in your descriptions of program activities and show the environments in which they take place. Ask open-ended questions: “What do you see that you think your child will really enjoy?” “How can we adjust the environment to meet her needs?” Be a good listener and take notes if necessary, but don't ask the parent to fill out lengthy forms that parents of children without disabilities are not asked to complete.
If the participant uses assistive technology or has other specific needs, consider asking the family to orient the staff to the equipment. A parent may be willing to visit a staff meeting and demonstrate how to use a piece of equipment or may share specific information about the child with the program staff.
Evaluate Your Facility and Program Offerings for Inclusion
For inclusion to become a part of your program, all members of the staff must understand what accessibility means in terms of both facilities and programs. Inclusion is everyone's responsibility (Anderson & Kress, 2003). Planning for inclusion involves job responsibilities at every level of an organization: administrators who create budgets and policies that allow for inclusion, directors and coordinators who design thoughtful intake and enrollment processes for families and instruct program staff on accommodations, marketing personnel who depict inclusion in print materials and promotional photos, and facilities and custodial staff who ensure that program environments are conducive to inclusion. Entrances and public areas should be welcoming to families and take into account a variety of methods of communication. Families and participants need to be able to both enter your facility and take advantage of your program offerings once inside. Is the reception desk accessible? Are alternate forms of communication provided for registration or check-in? Examples of alternate forms of communication include large-print materials, computer with screen reader, braille, and languages other than English.
It is important to have a “top down, bottom up” strategy in an organization so that inclusion is consistent and pervasive. In the context of organizational structure, the term top down, bottom up refers to how decisions are made and executed. In a “top down, bottom up” approach, the staff at the executive level make decisions and disseminate them to the staff at lower levels. A “bottom up” approach is when staff at the front-line level can affect decision-making. To ensure “top down, bottom up” is to be sure that everyone working in an organization has the information and knowledge of the philosophy of inclusion so that service delivery is seamless for participants. Custodial staff may question why they need to receive training on inclusion, but their role will be important, especially if you are including a person who is blind or visually impaired and depends on the consistency of furniture in the environment. If custodial staff are aware of your agency's commitment to inclusion, they can make decisions about the physical spaces that reflect the moral philosophy of inclusion. This may mean that they reposition trash receptacles to provide access for those using wheelchairs. Or it may mean they do not hose down sidewalks when they know children with limited mobility will be in camp. Front desk staffers who understand inclusion will be open to using TTY (teletypewriter) systems to take registration from participants who are deaf and will make parents of children with disabilities feel welcome in their first interaction with the agency. Support from program leaders will ensure that all members of staff receive the training and support they need to provide the best possible programs for the widest range of people.
Commit to Ongoing Training
A high rate of staff turnover is common in programs that take place outside of school hours (Yohalem & Pittman, 2006). Ongoing training is vital to ensuring the consistency of inclusive practices in an agency. The Massachusetts After-school Research Study (MARS) found that programs with more highly trained staff, particularly at the levels of program director and direct service, were rated significantly higher in overall program quality (Intercultural Center, 2005). Training that is most successful goes beyond merely raising awareness of disability and inclusion and includes activities to increase knowledge and skill (Mulvihill et al., 2002).
Ongoing staff training can take many formats and should be rooted in the following efforts:
- Ensure that new hires are oriented on inclusive practices of the agency.
- Provide ongoing support to staff and information on new techniques.
- Keep a commitment to inclusion at the forefront of business practices.
Methods for staff training can include live presentations to staff at regularly scheduled meetings or special training events, job coaching provided by a supervisor or senior staff member, technical assistance provided by outside consultants, Internet research on specific disabilities or behavior support strategies, attendance at conferences, and online training.
Every new employee should be oriented on inclusion and the agency's philosophy, policies, and procedures related to inclusion. Formal staff orientations can be combined with other efforts seasonally when large numbers of people are hired at once. Late spring, when summer camp staff are hired, is a good time for an orientation to inclusion. Orientation for new employees throughout the year can take place through one-on-one meetings with a mentor or senior staff member, by having new employees review the operations manual, or through enrolling new staff in a distance learning course using the Internet. New staff should understand the agency's intention to provide service to all people and how employees can support inclusion through their own position. Sharing stories about successful inclusion in your organization can be a good way to communicate the value of inclusion to new hires. Newsletter articles, thank-you letters from families, and agency scrapbooks can all show the benefits of inclusion.
Seasoned staff will also need ongoing training and support for inclusion. As the agency progresses in its journey to inclusion, new challenges will arise that training can address. Enrollment of participants with specific types of disabilities may require that staff undertake specific training. As the agency moves toward meaningful inclusion for all, participants with more significant disabilities will be more likely to enroll. Once staff members have experience with basic inclusion techniques, they will want to explore a more intentional approach to social inclusion and friendship development among the participants. This type of ongoing training can be provided in a group setting using disability service agencies from the community or organizations that specialize in inclusion. A way to create sustainability for inclusion is to assign some seasoned staff members to present training during staff meetings. These staff members can research a topic that is timely using books, journals, the Internet, or live interviews and then present the information to the group. Online training can keep seasoned staff motivated.
All levels of staff will to need to revisit their commitment periodically to ensure that inclusion remains an integral part of business practices and organizational identity. Gathering time-limited advisory groups, made up of people with and without disabilities who use the agency's services, can be a good way to review program policies and procedures to ensure inclusiveness. Asking families of children who have been included to speak to staff and volunteer groups about their experience can help staff renew their commitment to serving people of all abilities. Satisfaction surveys distributed to participants and their families will help staff refine processes related to inclusion. Keep staff enthused by supporting their attendance at inclusion-related conferences, finding local opportunities for training, and searching the Internet for new information regarding disability and inclusion. Make discussion about inclusion a regular part of staff and department meetings so that ongoing progress can be evaluated by staff.
Summary
Recreation providers are part of a larger social system that offers services to community members. As society changes and evolves, recreation professionals must evaluate the way that they think about service delivery, continually question whether they are using their resources as effectively and efficiently as possible, and envision ways to include all people in programs and activities. To enhance community life for people with disabilities, recreation providers can start by observing that people are more alike than different, even if they walk or communicate with the use of an assistive device. To expand recreation services to a broader audience, adopt and model a philosophy of respect of all people and use your resources to include people with disabilities in your program activities. Review organizational policies and procedures, facilities, and programs, and provide ongoing inclusion training for staff so that they feel competent and up-to-date on best practices for program and behavior modifications and on state and federal regulations in order to build local community capacity to make their town the best possible place to live.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Textbook's special features help students better understand inclusion strategies
Spotlight on Inclusive Recreation Programs sidebars highlight best practices from various countries. Professionals in Action sidebars introduce professionals who have contributed to inclusive practices.
Spotlight on Inclusive Programs
Together We Play
Kathleen Scholl, University of Northern Iowa
Susie Lund, YMCA of Black Hawk County
Overview of Program
Together We Play (TWP) is an inclusion service housed at the Family YMCA of Black Hawk County that provides capacity-building supports to community recreation, after-school, and church programs to help them welcome people of all abilities into their activities. This northeast Iowa service has had success in increasing the inclusive recreation opportunities for children and youth with disabilities, ages 3 to 21. TWP serves as a liaison between general recreation service providers and parents of children with disabilities.
Brief History
Since 2001, TWP has partnered with community recreation programs to train and assist staff in including children who have a variety of disabilities. Children have undertaken a variety of community recreation programs, such as summer camp, tee ball, weightlifting, track, karate, taekwondo, swimming lessons, after-school and church activities, gymnastics, art, cooking and acting classes, and Girl Scouts.
Status of Inclusive Recreation in the Program
Community recreation agencies pay a partnership fee for TWP services. TWP's goal is to increase the effectiveness of these agencies and improve their inclusion practices. This partnership includes an agency assessment, training workshops for staff, assistance in hiring staff, and ongoing consultation concerning site improvement and child-specific program adaptations.
In 2008, TWP became a national affiliate of a San Diego-based organization called Kids Included Together (KIT). KIT is a nonprofit organization that provides best-practices training for community-based youth organizations that are committed to including children with disabilities in their programs. KIT established a National Training Center on Inclusion (NTCI) that offers a variety of training and assistance via the World Wide Web, such as delivering onsite training for recreation staff. The affiliation with KIT has given TWP many opportunities to enhance and improve its inclusion efforts. For more information on KIT, see www.kitonline.org. The director of TWP is now a trainer of KIT's four training modules.
Future Directions
In the past, inclusion assistance largely consisted of a TWP staff person who traveled to the site of the recreation activity and acted as a leisure companion for a child. Although this benefited the agency using TWP, it did not effectively promote inclusion. TWP's focus has changed in the past year. The organization will transition from sending leisure companions to agencies to promoting inclusion at each of its partner agencies by teaching strategies for inclusion to partner agency staff, giving them the tools to take ownership and embrace inclusion at their own organization.
Professionals in Action
Andy Janicki
I would rather be an optimist and a fool than a pessimist and right.
-Albert Einstein
Background Information
Education Biology and Water Resources, College of Natural Resources, University of Wisconsin, Stevens Point
Special Awards
*University Leadership Award (2006) *Chancellor's Leadership Award (2007) *Wisconsin Legislative Affairs Director of the Year (2007)
Career Information
Position Accessibility Coordinator, Wisconsin Department of Natural Resources
Organization The WDNR is a government agency devoted to the management and protection of Wisconsin's natural resources, including fisheries, wildlife, and public lands. The WDNR also provides programs and services for environmental awareness and outreach.
Size of Organization The WDNR employs approximately 2,500 employees and serves the entire state as well as nonresident visitors.
Career Path This is my first job out of college.
What I Like About My Job I am extremely passionate about my work. I have been active outdoors for many years and have a strong connection with the natural world. Four years ago, however, I had a spinal cord injury and now use a wheelchair to get around. Being confronted with this new situation has opened my eyes to the challenges faced by people with disabilities when it comes to enjoying the outdoors. It's very fulfilling to help open up the outdoors to this group of people.
Career Ladder I view this position as an interesting stepping stone to a career that I have yet to discover. Although I do love my job, it is definitely not what I had expected to be doing right out of college. I have been an avid environmentalist for quite a while but have developed a strong humanitarian side since my injury. I hope to find a career in the future that meshes both of these ideals, preferably at an international level.
Advice to Undergraduate Students Follow your heart as you pursue a career while working for a cause greater than yourself. Doing something fun as a job has obvious perks, but doing something that benefits something or someone beyond your personal ambitions is far more gratifying.
Personal Statement I have always made it a goal to work for a greater good, for something worthwhile. Working in this field is perhaps the most satisfying and rewarding experience I have ever had. Creating equal opportunities for people with disabilities to access the outdoors, or simply helping to add another small element of independence to someone's life, is truly an indescribable feeling.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
Adapting courses can encourage all to participate in adventure programs
Adventure activities are becoming an inclusive enterprise for those who seek to push their personal limits. The most important goal of any inclusive adventure program is to welcome all persons to the group, regardless of whether or not they have a disability.
Changing the Physical Environment
The final method for encouraging participation of all people is to change the physical environment. When we consider changing the physical environment, there are four areas for contemplation:
- Universal design
- Course adaptations
- Element adaptations
- Design considerations
Universal design involves making activities usable and accessible by all people so no one feels separate or “special.” Challenge courses that are universally designed will offer multiple, meaningful levels of challenge. In many courses, this concept is already in existence. For instance, a facilitator may present the spider's web feature to a group of participants with cognitive disabilities and say that if anyone touches the web at anytime, then the entire group must start over. A simple method of offering multiple levels of challenge is to make the adaptation that for every three touches, one person must go to the other side and start over, a very simple adaptation that follows the spirit of universal design. One key word in the description of universal design is meaningful. To change the physical environment and encourage participation of all people on a challenge course, we cannot simply make activities and elements easier: We must also make them meaningful.
The second step in changing the physical environment involves course adaptations. These might be some of the easiest changes to make and observe. Suggestions include widening trails and pathways to allow for a wheelchair to pass and to allow two people to walk side by side (e.g., a participant walking with a guide or assistive device). We must also consider the surfaces of those trails: Durable material that makes a smooth and solid surface free of tree roots and stumps will increase physical access to our courses.
Other considerations are the amount of shade at our challenge courses and the location and condition of restroom facilities. Wide-open areas with direct sunlight may pose difficulties for some who wish to participate in our challenge courses. Likewise, although portable toilets may be an economical choice for restroom facilities, they are certainly not inviting to participants who need extra space (or any people with olfactory senses). Other course adaptations could involve the manner in which information is delivered and disseminated. Braille brochures, large-print materials, and telephone typewriter/telecommunications device for the deaf (TTY/TDD) communication systems are three simple suggestions for opening our courses and advertising to a new clientele, a clientele who may be very interested in participating if the physical environment is adapted to their needs. An interesting note about all of these suggestions is that not only do they create a physical environment that is more inclusive for people with disabilities, but they also create a more comfortable environment for all participants.
In addition to adapting our courses, we can also adapt our elements to provide a more inclusive environment. For an excellent discussion of this idea, review the text by Rohnke and colleagues (2003). These authors provide an in-depth discussion of the adaptation of certain elements; however, designing activities that cater to participant strengths is the best way of making element adaptations. For instance, if you are working with a group of participants with severe physical impairments, try providing activities that are more cognitive than physical in nature. Brain teasers that require problem solving, thoughtful consideration, and creative solutions may be very acceptable activities for those who have limited physical mobility. Similarly, if participants have impairments in their lower extremities, providing activities that require more upper-body strength may be a viable adaptation. Regardless of the group we are working with, we traditionally select activities and elements that emphasize participant strengths; when we work with people of varying abilities, this idea must not change. What must change is our way of thinking about activity choices. If the “traditional” challenge course activities are the only ones we consider, we will have difficulties adapting our elements for our participants. Recently a challenge course facilitator described to me some of his frustrations and difficulties with trying to adapt current elements on our challenge course to include people with different abilities. In our conversation I came to understand that he was trying to use the existing elements that had not been created with universal design in mind. We were able to explore several new initiative activities that would work very well, but the more important result of the conversation was that we had to rethink the concept of challenge course elements that were specific to our course.
The final area of physical adaptations involves specific design considerations. Rohnke and colleagues (2003) provide an extensive discussion of issues such as determining platform height for transfers of people in wheelchairs, designing handholds that allow for different gripping abilities, changing the angles of ascent and descent for high elements and climbing walls, using trolley and scooters for mobility, incorporating belay systems on low elements, and using pulley systems. By designing our courses with these concepts in mind, we can create challenge courses that are physically designed to encourage people of all ability levels to participate.
Clearly, our challenge courses must be accessible. See the Assessing Challenge Course Access sidebar for a summary of components to keep in mind when planning a challenge course. But regardless of the physical accessibility of courses, if attitudes of staff and other participants are not welcoming and inclusive, it doesn't matter how many physical changes we make to our courses. We must start with our thinking and our attitudes.
This is an excerpt from Inclusive Recreation: Programs and Services for Diverse Populations.
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