Walk into almost any camp staff training, and you will hear a familiar concern: “We want to be disability inclusive, but we don’t have the budget.” Or “We’d love to do more, but we don’t have a specialist.”
These concerns are real. Camps are stretched. Staffing is tight. Expectations are high. But inclusion is not something you buy — it is something you build. While laws like the Americans with Disabilities Act (ADA) establish a baseline for access, true inclusion goes beyond compliance — it is about creating environments where every camper experiences a sense of belonging (Americans with Disabilities Act, 1990).
A long-standing belief is that meaningful disability inclusion requires a full-time inclusion coordinator, specialized programming, or expensive equipment. While those supports can enhance a program, they are not prerequisites. In fact, when inclusion becomes dependent on one person or one program, it can unintentionally send the message that inclusion is someone else’s responsibility.
The most effective camps take a different approach. They embed inclusion into their culture, their language, and their daily practices. They operate from a shared understanding that inclusion is everyone’s job.
This work begins with a shift in mindset.
Too often, behavior is viewed through a lens of frustration; campers are described as disruptive, noncompliant, or difficult. A more effective approach is to pause and ask, What is this camper communicating, and what supports do they need to be successful right now? This perspective aligns with widely accepted approaches to behavior that emphasize that behavior is a form of communication, not simply something to be controlled (Greene, 2014).
Supporting behavior does not require a specialist. It requires consistency, predictability, and simple, proactive strategies. Clear routines, structured transitions, visual supports, and access to quiet or sensory-friendly spaces benefit all campers, whether or not they have an identified disability. These are not specialized interventions; they are strong camp practices.
Practical Strategies for Behavior Support
Camps can implement low-cost supports with immediate impact. Visual schedules can be created using whiteboards, printed images, or basic drawings. Transition warnings — such as five-minute and two-minute reminders — help prepare campers for change. Quiet spaces can be as simple as a shaded area, a bench, or a designated corner of a room. Sensory tools, including stress balls or noise-reducing headphones, can often be assembled through donations or inexpensive purchases. Staff can also redirect behavior by focusing on strengths rather than deficits, helping campers stay engaged and not singled out.
In practice, this might look like supporting a camper who is reluctant to leave a preferred activity. Instead of escalating the situation, staff can provide advance notice, offer limited choices, use visual cues to preview what comes next, and give the camper a meaningful role in the transition. These small adjustments can prevent challenges before they arise.
Another powerful and often overlooked strategy is peer involvement. Camps are uniquely positioned to foster connection, yet peer relationships are rarely leveraged intentionally in inclusion efforts. Research consistently shows that peer support and social connection are critical components of meaningful participation for individuals with disabilities (Koster et al., 2009).
Engaging Campers as Inclusion Partners
Teaching campers how to be inclusive peers does not require a formal curriculum. It can be integrated into everyday interactions. Staff can model inclusive language, encourage invitations into play, and assign rotating roles that promote connection rather than assistance. Shifting language from “helping” to “connecting” reduces hierarchy and supports authentic relationships.
Camps can also invite campers — particularly those with diverse learning styles or lived experiences — to contribute ideas. Asking, “What would make this activity better for you?” not only improves program design but also reinforces a sense of belonging and agency.
While individual strategies matter, sustainable inclusion is rooted in culture. Inclusion should not exist as a separate initiative; it should be reflected in how a camp communicates, trains staff, and defines expectations. The American Camp Association has long emphasized that camps play a critical role in fostering belonging, social development, and community among youth (American Camp Association, 2019).
Building an Inclusive Camp Culture
Inclusive language should appear in registration materials, parent communication, and staff training. Expectations should be consistent across all roles, reinforcing that inclusion is a shared responsibility. When staff observe exclusion or barriers, the expectation should be clear: if you see it, take action — be part of the solution.
Leadership plays a critical role in modeling this culture. When directors and supervisors consistently demonstrate inclusive practices, staff are more likely to follow suit. Over time, inclusion becomes not an added task, but simply the way the camp operates.
For camps concerned about a lack of in-house expertise, it is important to recognize that valuable resources often exist within the broader community. Partnerships can provide meaningful support without significant financial investment.
Accessing Expertise Without Expanding the Budget
Local colleges and universities frequently have programs in areas such as:
- Occupational therapy
- Physical therapy
- Special education
- Social work
- Therapeutic recreation
Students in these fields often need practical experience and may be eager to volunteer, intern, or consult. Community organizations, disability service providers, and regional ADA centers can also offer guidance, training, and resources.
These partnerships create mutual benefit: camps gain insight and support, while students and professionals gain applied experience in inclusive recreational settings.
Equally important are partnerships with families. Families bring a depth of knowledge about their children that cannot be replicated through observation alone. However, many families approach camp with hesitation, often shaped by past experiences of exclusion or misunderstanding.
Strengthening Family Partnerships
Effective camps approach families as collaborators. Intake processes should prioritize strengths and successful strategies in addition to challenges. Questions such as “What helps your child succeed?” or “What should we know to support a positive experience?” set a more constructive tone.
Mid-season check-ins can further strengthen this partnership. A simple conversation — focused on what is working and what could be improved — demonstrates commitment and builds trust. When communication is proactive and solution-oriented, families are more likely to engage openly.
It is also important to recognize that meaningful change does not require sweeping transformation. In fact, the most sustainable progress often comes from small, intentional steps.
Start Small and Build Momentum
Camps can begin by implementing one or two strategies: introducing a visual schedule, creating a quiet space, or training staff on a specific approach. These small actions build confidence and create a foundation for broader change. Over time, these efforts compound, leading to more comprehensive and consistent inclusion practices.
Staff play a central role in this process. They do not need to be experts, but they do need to feel supported. Providing opportunities for learning, encouraging questions, and normalizing trial and error all contribute to a more confident and capable team.
When staff understand that inclusion is about effort and intention — not perfection — they are more willing to engage. And ultimately, it is staff who shape the camper experience.
Campers may not remember every activity or schedule detail, but they will remember how they were treated. They will remember who included them, who noticed them, and who made them feel like they belonged.
For camps navigating limited resources, the message is this: you already have more capacity than you think. Inclusion does not begin with a budget increase or a new position. It begins with a decision — to prioritize belonging, to use available resources creatively, and to approach challenges with curiosity rather than hesitation.
Inclusion is not a program, a checklist, or a line item. It is a daily practice and an ongoing commitment. When camps embrace that mindset, they create environments where all campers — not just those with identified disabilities — can fully participate and feel a genuine sense of belonging.
That is something every camp can achieve.
Photos courtesy of Camp For All, Burton, TX; Camp Spearhead, Greenville, SC; Usdan Summer Camp for the Arts, Wheatley Heights, NY; Camp ASCCA, Jacksons Gap, AL.
References
Americans with Disabilities Act of 1990, 42 U.S.C. §12101 et seq.
American Camp Association. (2019). Youth Outcomes Study.
Greene, R. W. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner.
Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion. International Journal of Inclusive Education.
Lisa Drennan is the founder of MERGE Inclusion Consulting and a disability inclusion consultant working with camps, recreation programs, and youth-serving organizations nationwide. Her work focuses on practical, strengths-based strategies that help staff, campers, and communities build cultures of belonging. She can be reached at: mergeconsulting.org | [email protected].
