by Faith Evans, M.Ed., and Jane Pemberton, Ph.D.
A well-meaning camp counselor once said to her camper, "Don't
stare at that person who has a disability." The camper broadly
translated that information to, "Don't look." As a
result, people who were different became invisible to the camper. Her
counselor really meant, "Don't make the individual uncomfortable." As
a result of the camper's innocent interpretation, she not only
didn't see people who were different, she did not invite or even
include them in her environment.
This story isn't that unusual. At times when people encounter
a person who seems different, for a host of reasons, they may look away
because they don't know what else to do. Tolstoy said, "Everyone
thinks of changing the world, but no one thinks of changing himself."
One
of the ways to change one's self and learn to be more accepting
of people with disabilities is to change behaviors when meeting, working,
or playing with people with disabilities in any camp setting. When people,
including children, know what to do and how to behave, perhaps more positive
results will occur, and the world may change one person at a time.
Tips
for Special Populations
The following tips are meant to help people know
what to do and how to plan for, invite, include, respect, and play with
individuals who may be different (culturally, physically, emotionally,
or intellectually). The general suggestions listed fit individuals with
disabilities and other special populations, and in most cases, their
nondisabled peers will benefit as well. Often, it isn't important
to know or understand the actual disability or difference. It is more
important to have supportive strategies immediately available to include
all camp staff.
These suggestions specifically address play with individuals
identified as having attention/hyperactivity disorder, learning disability,
emotional disturbance, mental disabilities, hearing and/or visual impairment,
autism, and other health-impaired issues such as arthritis and cerebral
palsy. The strategies outlined may also be useful when playing with English
Language Learners (ELL).
Adaptation/Accommodation Strategies for Managing
the Camp Environment
Universal design
- Universal design is an approach
to the design of all products and environments, improving the usability
of these products and environments by as many people as possible regardless
of age, ability, or situation. An example of universal design is the
door on the outside of a building with an entry button displaying the
disability symbol. The door's function was designed for individuals
with disabilities but is often used by people who are carrying materials
and have trouble opening the door or by someone who just wants easy
entrance into the building. The handicapped entry is a universal design
because it benefits a variety of individuals and also provides individuals
with certain disabilities access to the building. The concept of universal
design is an important one in planning and playing with individuals
with a variety of needs and skills.
Distractions
- Noise—assure
that the leader can get the attention of the players when the noise
or activity level is high. Give the opportunity to practice and master
"attention getting" when needed.
- Attention getting should be strong,
clear, and reinforced; reminders may be necessary.
- Provide directions
when distracting noise is not an issue from other groups, traffic,
planes, trains, etc.
- If background noise is unavoidable, use a partner
system to support individuals with hearing or attention issues.
- Participants
should be able to see the direction-giving leader. Elevate the leader's
physical position in the crowd for efficient viewing and hearing.
Open
space
- Define play boundaries for areas of movement.
- Provide
seating at boundary's edge for those who may need a break from the
action.
Proximity to leader
- Some individuals with disabilities benefit
from being physically near the counselor. For larger groups, consider
using a microphone with excellent sound quality or manage the group
by proximity, meaning the leader's eyes are always on the group, and
the group is never behind the leader's back or facing the sun.
Giving Directions
to Campers
- Practice giving a minimum number of clear, one-step directions,
using as few words as possible.
- When needed, break the activity
into small steps and model each one at the time. Offer an opportunity
to practice if appropriate.
- Confirm that the campers understand the
skill at each step.
- Number and give all directions in the order
in which they will be completed.
- Keep voice at moderate level and
use an attention-getting signal to quiet a group, rather than talking
louder.
- Tell
campers what to do, not what not to do. If it is necessary to identify
what not to do, do so with the nonexample/ example method. (For example,
provide a nonexample of the behavior and then follow immediately with
an example of the positive behavior.)
- Pay attention to, and immediately
reinforce, positive behavior using voice and facial reinforcement such
as smiling or hand gestures (clapping or OK sign).
- When possible,
connect effort with results; for example, "Good job listening. Your
group heard the directions and finished easily," or, "Nice
work . . . your team members took turns and came up with several creative
answers."
Accommodations for Individual Campers
When planning for
group play, determine if any campers will need accommodations. For example:
- Establish
a partner system—two people function in partnership, playing
as one, or one partner acts as a prompter for another: "Ready, GO!";
"Now, it's your turn"; or "Here comes the ball."
- Adapt
a game for the use of all body parts, such as, for a person using a
wheelchair, use a lap for catching if arms or hands are not fully functioning.
- Adapt
game materials, such as substituting a beach ball for a harder or smaller
regulation size ball.
- If a camper needs modifications to participate
(such as using a wheelchair), begin by asking the individual, in a
private and respectful way, how he or she would like to be included/supported.
Management
- Be fair, firm, and consistent.
- Individuals have
the most control over their own behavior. If the group or individual
behavior isn't going as expected, first check your own behavior in
terms of directions, environment, players versus leaders, activity
appropriateness, length of game, time of day, and schedule placement.
- Use time
wisely. Prepare all materials in advance to avoid wait time and the
consequent loss of player focus. Regaining player focus is harder than
maintaining it with a steady and natural flow of activity.
- xpect the unexpected!
Be prepared for stray dogs; dramatic weather changes (or danger, such
as lightning); surprise illnesses or accidents; technology malfunctions
or loss of electricity; late beginnings; or early endings . . . and
a host of unimaginable challenges.
Modification Scenarios
Modifying a game
scenario for one person sends a powerful message of acceptance and respect
to all players, as well as a message that conveys that any player's needs
will be met.
Jen's Story
Jen (not her real name), a former Winter
Olympic Games candidate, was in a wheelchair, paralyzed from the waist
down. From the sidelines, Jen listened with her fellow players to the
directions for accomplishing the Electric Maze, an activity focused on
communication.
Navigating a grid of squares taped to the carpet, players
discover the unknown path through the maze, using signals developed by
the team members. Each of the thirty-four taped squares was sized just
large enough for one person to stand. Jen declined the invitation to
be an observer and reporter of the team's process—typically, a
familiar attempt to involve her, but not a fulfilling alternative for
her. One of her friends responded with, "Why not, Jen?" and she replied,
"I'd play, but the squares are too small."
Bingo! The tape was pulled
up by camp staff, and the squares were made big enough to accommodate
the base of the wheelchair. Jen rolled her chair from square to square,
as easily as her colleagues stepped from square to square. Jen began
the maze with skepticism and ended with elation. Jen reported feeling
equal, engaged, and successful in a game—a first since her accident.
She remembers that seemingly innocuous game as a beginning step toward
her work today, as a spokesperson for persons with disabilities.
Sam's
Story
Sam, a member of a group tossing balls for Group Juggle, joined
the standing circle seated in his wheelchair. Each player brought a chair
to the circle to level the tossing field, thus bringing the game to Sam's
eye level. Sam, unable to catch a ball with his hands, could receive
a well-aimed toss in his lap. A partner sitting next to Sam picked up
the ball and sent it on to the next catcher. Two people acted as one
player and each played a viable role in the game.
Sandra's Story
During
a game session, Sandra, for religious reasons, could not touch or be
touched by any member of the opposite sex, other than her spouse or family.
Planning ahead, several same-gender colleagues volunteered to be her
partner whenever she needed one. The anxiety, which could have resulted
in an untenable situation for the group, transformed to fun and comfortable
inclusion for all players.
Jose's Story
Another player, Jose, new to
the English language and not familiar with a traditional game played
in the U.S., connected with a partner, whom he shadowed. The two played
as one—running, catching,
giving signals. Soon the newcomer was playing with confidence and enthusiasm
and able to take his turns alone.
Understanding Specific Disabilities
and Situations
When individuals are reluctant to play with particular
persons, it is helpful to set parameters and expectations.
In setting
up the game:
- Give
the time frame. "We'll play for ten minutes . . . it's
a short game."
- Tell the reluctant player that new partners
and groups will be formed and reformed throughout the game playing
time.
To aid individuals who are hearing impaired, give visual cues. Consider
the use of written instructions, or if indoors, put instructions on an
overhead or LCD projector.
For the person who is visually impaired, find a partner with whom he
or she is comfortable and safe. Braille instructions are an option for
written materials. Be spatially cognizant when planning games: arrange
for open, easy access to seating and assure that any materials are within
reach. Be aware of the proximity of stairs or uneven ground, and carefully
orchestrate movement within groups.
Most campers benefit from knowing
what to expect. Post or verbally offer an agenda of the day, including
what to expect, how long, the number of activities, an indication of
the timing for breaks/lunch, and the ending time. Organizing and sharing
the beginnings and endings of sections of the program give players structure,
predictability, information for appropriate movement, and a feeling of
control because they have knowledge (power) of the schedule for the day.
Some campers with learning disabilities and/or emotional disabilities
may have difficulty reading social cues. Basically, the behavior does
not fit the task. For example, players may have difficulty taking turns;
may dominate; may withdraw; become inappropriately loud (use outside
voices in inside settings); or become energetically out of bounds.
Some
campers with learning disabilities may hear instructions literally, spending
the entire activity time finding the perfect partner who "has the
same shoes," and never get to play the game. Individuals may be
seen mistakenly as socially incompetent, unable to follow directions,
uninterested, or even rebellious, when they are merely trying to follow
the directions to the letter.
Some campers playing games have difficulty
connecting effort with results or action with consequences. If an individual
has an internal locus of control, it implies he or she understands effort
is connected with results. Interestingly, some individuals have an external
locus of control, and the connection is not clear between the effort
and the results.
An individual camper could be viewed as nonparticipatory,
reckless with the outcome, or simply uncaring. Being clear about the
expectation is helpful. Some individuals may display learned helplessness
or an overall feeling of powerlessness, an attitude of "what's
the point?" or "why try, it never works anyway." Be
aware that many factors converge to create a play behavior that may call
for sensitivity, thoughtful planning, and positive strategy management.
Draw a Circle That Includes
Play can be used to draw a circle that includes
players from diverse backgrounds and skill levels. It is important for
leaders to recognize abilities rather than disabilities and use invitation
and inclusive strategies to draw all players into the activities. When
one player succeeds, all players have a better chance for success.
In
summary, it is important to know that all members of a camp community
have strengths and areas of need. To increase success in play experiences,
staff leaders must embrace the opportunity to make inclusive changes,
honoring H.D. Thoreau's statement, "Things do not change.
We do."
Originally published in the 2007 November/December
issue of Camping Magazine. |
