INCLUSION in RECREATIONAL SETTINGS:Maximizing Success

Gary N. Siperstein, Ph.D.Center for Social Development and Education

University of Massachusetts Boston

What is Inclusion?

Physical Inclusion

• Persons with a disability are present in the classroom, a sports team, in a recreational setting etc.

Functional Inclusion

• Persons with a disability have necessary supports to participate in normative experiences

Social Inclusion

• Persons with a disability are socially accepted and enabled to participate in school and community activities

Schleien et al. 1999

Inclusion inClassroom vs. Recreational Settings

Classroom Recreational Settings

Structure inhibits social interaction

Emphasis on academic achievement

Differences more salient

Structure promotes equal participation

Emphasis on FUN

Differences less salient

Students Attitudes toward Inclusion in the Classroom are Favorable…

Students Believe:

Students with ID contribute to the class 74%

Having students with ID in class helps other students be more accepting of diversity

75%

Students with ID benefit socially from being in the class 73%

Students benefit socially from having students with ID in the class

62%

And Continue to Positively Increase.

What would you do with a student with ID in school?

2012

Lend the student a pencil

91% 94%

Talk with the student at lunch

59% 71%

Choose for teammate in gym

54% 69%

Work with on a school task

52% 67%

What would you do with a student with ID out of school?

2012

Invite the student out with my friends

38% 52%

Invite the student over to my house

35% 43%

Go to the movies with the student

33% 47%

Talk about personal things with the student

29% 29%

But Friendships between children with and without disabilitiesDo Not Occur at School: In 2004, 10% of middle school students indicated

that they had a friend with ID.

In 2012, 34% of middle school students indicated that they had a friend with ID.

Friendships between children with and without disabilitiesDo Occur at Camp Settings: 92% of campers named at least one person they

“liked to hang out with.”

80% of campers named at least one new friend they had met at camp.

70% of campers without a disability nominated a camper with a disability as someone they like to “hang out with.”

Camp Shriver Outcomes, 2011

In fact, Camp Directors Identified Friendship as a Primary Goal in the

Let’s All Play Evaluation

Most common goals for all campersMake friendsHave funLearn new skills Improve self-esteem and self-confidence

Most common goal for campers with disabilitiesExperience social inclusion

Most common goal for campers without disabilitiesGain an understanding of disabilities

By Friendship, We Mean… For young children:

Shared play/common activities

For school-aged children:Shared play/common activitiesUnderstanding and trustSelf-disclosure

By Friendship, We Mean… For adolescents:

Engaging in shared activitiesIntimacy

○ Trust○ Communication of ideas and feelings ○ Emotional support

For adults:Instrumental support (e.g., helping, doing

favors)Shared affectionMutual respect

…but few Camp Settings are Inclusive.

More than 12,000 day and overnight camps in US7,000 overnight camps5,000 day camps

Of 2,400 camps registered with the American Camp Association:Only 7% are dedicated to the inclusion of

campers with disabilities (listed as “inclusion/mainstreaming” camps).

American Camp Association, February 2012

Maximizing Success at Your Camp

Know Your CampersFunctional AbilityPersonal InterestsNature of the ImpairmentLife Stage

Know Your FamiliesParent expectations and goals for their childParent experiences in schools and the

community

Maximizing Success at Your Camp

Know Your Camp’s Readiness for:Physical InclusionFunctional InclusionSocial Inclusion

Physical Inclusion

Know Your SpaceFacilities

○ Pool, gym, bathroom, cafeteria…Transportation

○ Parking, field trips…Equipment

○ Playground, bats, balls…

Know Your StaffUnderstand program staffing needsDetermine appropriate camper to staff ratioIncorporate disability and inclusion trainingPursue suitable certifications

Functional Inclusion

Know What Adaptations Are NeededProgrammingMaterials and EquipmentCoaching / Instructional TechniquesSchedulingDisciplinary Action PlanBehavioral Supports

Functional Inclusion

Know Specific Activity Adaptations

Slowing down gamesShorter duration of gamesExtending time limitIncreasing counselor-camper ratio for supportPlaying games sittingReducing the playing fieldModifying the equipment e.g. balloon for balls

Functional Inclusion

Social Inclusion Know how to create opportunities for

Structured contact between children with and without disabilities

Cooperative learningEqual status interactionsPerceived similarityPositive role models

Know Your Evaluation PlanSet objectivesIdentify / implement specific measuresInvolve counselors, coaches and parents

Inclusive Recreational Programming

Benefits Everyone Involved Allows children and adults to gain a

realistic understanding of people with disabilities

Creates opportunities for positive social interactions and friendship

Builds social skills and self-esteem Teaches kindness, patience and respect Develops tolerance and appreciation for

those different from ourselves

Inclusive Recreational Programming:

Why We Do It What we are doing matters.

We make a difference in kids’ lives.Recreational programming is beginning to lead

the way in inclusionYet still, there are too few inclusive camps

Successful social inclusion is not easy.It is not something that just happens when you

bring two kids togetherIt is a structured process that takes time and

effort

Inclusive Recreational Programming:Let’s ALL Make a Difference We are in this together.

Contact me anytime:gary.siperstein@umb.edu

(617) 287-7250