Let’s Go / Let’s Grow: Inclusive 4-H Including Youth with Disabilities

Let’s Go / Let’s Grow: Inclusive 4-H

Including Youth with Disabilities


Disability Awareness and Strategies for Success

In this presentation, we will:

Discuss how involving youth with disabilities fits with the mission of 4-H

Define disabilities

Explore disabilities 4-H members might have

Learn tips and strategies for working with disabled youth

AITAdmin


Why is it Important?

The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 are federal antidiscrimination statutes designed to ensure equal access to opportunities and benefits for qualified individuals with disabilities. The acts seek to remove barriers preventing qualified people with disabilities from enjoying the same programs and employment opportunities, independent living and economic self-sufficiency enjoyed by those without disabilities.

So…..it’s the law but more importantly, it’s the right thing to do.


Young People with Disabilities and the 4-H Mission

“To Make the Best Better” is the national motto of the 4-H program. All youth can benefit from this approach

The 4-H mission is to create an environment for positive youth development and enhance life skill development

So, rather than “Us4 and No More” – it should be “4-H 4 All”


What Does this Mean for Youth with Special Needs?

All youth need opportunities to be involved in activities unique to their own talents and interests.

4-H can be an empowering pathway for youth with disabilities and their families to receive what they want and need:

the opportunity to be involvedmake friendshipsgain life skills.


What is a Disability?

A disability is defined as a physical or mental impairment that substantially limits one or more major life activities such as seeing, hearing, dressing, feeding, learning, and playing.

It’s important to note that while youth may have impairment in one area, they may also have exceptional talent in another.


What Disabilities Might Youth Have?

ADD AD/HD Asthma

Autism Cerebral Palsy Cystic Fibrosis

Diabetes Down’s Syndrome Dyslexia

Epilepsy Hearing Impairments Muscular Dystrophy

Speech & Hearing Disorders Spina Bifida

Spinal Cord Injuries Tourette Syndrome Visual Impairment

Including Youth with DisabilitiesWhen Preparing to Work with All Youth:

Include an appropriate statement for accommodation requests in all media promoting every event and activity.

If you need any type of accommodation to participate in this program or have questions about the physical access provided, please contact __________(list name and phone number of the local program office and program contact) by ____________ (include a deadline at least 2 weeks prior to the program or event).

If a request is made – the Extension office will follow the Texas A&M AgriLife Extension Service 4-H Program Accessibility Guidelines for Persons with Disabilities

Including Youth with DisabilitiesWhen Working with Youth with Disabilities:

If a parent or guardian requests an accommodation, ask her or him what they feel would help the child to be successful?

Offer a reasonable accommodation that promotes a positive experience for the child but does not cause an undue hardship for Extension or pose a direct threat to the safety of the participant or others.

Consider each case individually.

Allow a caregiver, sibling or older teen 4-Her or volunteer to provide assistance and consider adjusting or eliminating the cost for registration, meals or lodging. This is often less of a burden than 24/7 assistance from a professional provider.

Requests for assistance with a high cost trip such as National 4-H Congress should be discussed with the State 4-H leader before any decisions are made.


Create an environment in which all members feel accepted and secure.

Include members with disabilities by accepting them as young people who have the same needs, interests, and challenges as other youth.

Learn about the child’s disability to better understand their abilities and limitations.

Remember each person has a chronological, emotional and social age, and a given level of physical development and capability. He/she may be functioning differently in each.


When Working with Youth with Disabilities:

Use people first language – Say “the person/child with a disability” not “the disabled child.”

He/she has a cognitive disability not He is mentally challenged

He/she has Down’s syndrome not He/she’s a Down’s child

He/she is a child who needs assistance not He/she is a special needs child

He/she uses a wheelchair not He/she is wheelchair bound


When Working with Youth with Disabilities: Assess the physical environment and make adaptations as needed.

Consider each accommodation on a case by case basis.

Ask what help is needed rather than assuming the person needs assistance.

Make reasonable accommodations but do not let the disabled youth be the center of attention or provide him/her with unnecessary privileges.

Encourage full participation in all activities.


Prepare other youth to work cooperatively with the young person with a disability.

Help a youth with a disability help him/herself. This will lead to increased independence.

Ask participants with disabilities what they would like to do.

Recognize that young people with disabilities can help you concentrate on their abilities, not their disabilities.

Help the young person set realistic goals and standards promoting self-satisfaction and realistic achievements.


Talk to the child’s parent(s) or teachers. They can often provide you with hints concerning the child’s abilities and suggest techniques for communication and behavior management. Note: due to federal laws, teachers may or may not feel comfortable sharing.

Center activities on normal behaviors of the age group.

Use activities that foster cooperation rather than competition.

Alternate between quiet and action oriented activities to avoid over stimulation.




Be firm and use behavioral modification techniques when needed, but also be quick to praise.

Break tasks down and honor requests for additional direction or guidance.

Encourage physical activities but allow multiple ways to be involved and engaged.

Be aware of any medications being used and their side effects.

Children may not listen, but they are very good at imitating!

Laura Bush

Others will Model Your Response


Questions, comments or concerns?

Please contact:

Jill Martz, Extension Specialist 4-H Youth Development: Inclusion

([email protected])

mailto:[email protected]

Documents

Let’s Go / Let’s Grow: Inclusive 4-H Including Youth with Disabilities