Lynn Swedberg, MS, OTR/L, Consultant, United Methodist Committee
on DisAbility Ministries; Assisted by Sally DePalma, Director of
Special Connections, St. James U.M.C., Tampa Contributing author:
Leslie Hobson, Coordinator for Integration Specialist Program, Camp
Minnesota National Camp & Retreat Leaders Gathering, 1/30/13
Slide 2 Introductions Speakers backgrounds Participants: why are
you here at this session? What questions and issues are you facing?
Take 2 minutes to share (with someone you dont know well) stories
of successful inclusion of campers or staff with disabilities.
Note: please let us know if you cant see or hear us, or need other
accommodations to participate. Slide 3 Objectives Participants will
be able to: Explain the rationale for inclusion, including the
benefits to all participants Identify components of the Minnesota
Integration Specialist Program model that they can adapt for use in
their camping program Design basic program adaptations to meet
various needs Slide 4 What is Inclusion? Being a part of the group
Being valued for who you are Accepting each others differences
Ministering together as parts of one body Offering multiple ways to
accomplish a task so that everyone can succeed Learning from each
other Finding ways for everyones gifts to be put to use Respecting
every camper as a peer Slide 5 Why Inclusion? Genesis 1:27 All of
us are created in Gods image Genesis 1:27 Psalm 139: 13-15 All of
us are fearfully and wonderfully made Psalm 139: 13-15 John 9:3 God
is able to use disability for his glory John 9:3 Luke 14: 15-24
Jesus made a point of singling out persons excluded by society in
his ministry, and called his followers to do the same Luke 14:
15-24 Ephesians 4: 1-6 Through the Spirit we are called to be
united as the body of Christ Ephesians 4: 1-6 Each of our gifts is
valuable for serving Gods kingdom 1 Corinthians 12: 12-27 Slide 6
Why inclusion? Benefits to other campers Learn tolerance and
appreciation of diversity Gain understanding that Gods kingdom is
inclusive Benefits to campers with disabilities Gain social skills
& friendships with typical peers Master physical challenges
Increase self-esteem May be able to attend the same camp as a
sibling FL Slide 7 162: The Social Community I) Rights of Persons
with Disabilities We affirm the responsibility of the Church and
society to be in ministry with children, youth, and adults with
mental, physical, developmental, and/or psychological conditions or
disabilities whose particular needs in the areas of mobility,
communication, intellectual comprehension, or personal
relationships might make more challenging their participation or
that of their families in the life of the Church and the community.
We urge the Church and society to recognize and receive the gifts
of persons with disabilities to enable them to be full participants
in the community of faith. United Methodist Book of Discipline,
2008 Slide 8 630. Conference Board of Discipleship 1. General
Responsibilities c) To foster and promote camping experiences for
persons with disabilities, including camps specifically designed
for persons with disabilities, and the participation of persons
with disabilities, when feasible, in camps sponsored by the
district and conference. d) To provide training for clergy and
laity in ministries with persons with disabilities, including the
areas of the Sunday school, camps and retreats, and faith
development. United Methodist Book of Discipline, 2008 Slide 9
Inclusion Involves Registration forms, camp brochures, and PR
Program goals and objectives Design of the physical environment
Recruitment and training Program planning Program implementation
Program evaluation FL Slide 10 Model of Inclusion: Camps Without
Barriers - Camp Minnesota Camp Minnesota Values Abundant
hospitality to everyone Respect, reverence, and wonder for the
whole of Creation The United Methodist Church ideals of scriptural
holiness and social justice: Do no harm, Do good, Stay in love with
God Slide 11 Non-discrimination From the Camp Minnesota brochure:
All United Methodist Church camps are open to everyone. In the
operation of these camps, no camper, as defined by the program
regulations, will be discriminated against because of race, color,
age, sex, disability, or national origin. Slide 12 Integration
Specialist Ministry Purpose: To facilitate the integration of
campers with disabilities into the United Methodist summer camping
program To establish an atmosphere of inclusion at the camps where
all people are accepted regardless of ability Two levels of
ministry: All staff have training so they can facilitate inclusion
Integration Specialist Ministry assigns a specific staff person to
help a camp or camper with inclusion Slide 13 Program Philosophy
Christ is offered Make God/Jesus big God loves everyone See
everyone for who they may become MN Slide 14 People First Language
SayInstead of People with disabilitiesThe disabled Kate has
autismShe is autistic John uses a wheelchairHe is wheelchair bound
Congenital disabilityBirth defect Accessible parkingHandicapped
parking Avoid Suffers from, tragedy, struggles to become normal
again, hero, inspiration, special needs. Source: Kathie Snow,
Disability is Natural Slide 15 Recruiting Staff for Inclusion Start
with prayer and a positive attitude Most campers dont need 1:1
staff- try having an Integration Specialist available for the whole
camp Ask family members, churches, and other counselors for
referrals and ideas Recruit through college programs for special
education, physical/ occupational/ recreational/ speech therapy
Offer a mission vacation to deaconess/ home missioners, young adult
or senior adult groups Slide 16 Integration Specialist (I.S.)
Options hired summer staff position that rotates among the camps as
needed summer staff assigned for one week volunteer for one week
Considerations gender specific most weeks MN Slide 17 Integration
Specialist Roles Interpreter relay information if speech not clear
Companion stay with person who needs alone time Shadow prevent
camper from getting lost Monitor track health concerns, activity
level, safety Nighttime alarm clock prevent bedwetting Shuttle
driver transport kid with mobility challenges Attendant clue for
grooming, social skills Model- demonstrate inclusion for all staff
and campers Referee enforce rules and boundaries Slide 18
Integration Specialist is NOT Just another counselor the campers
counselor is still the primary person responsible for each camper
Responsible to modify all the activities Available to lead large
group activities Paraprofessional aide Caregiver Buddy MN Slide 19
Program Scope Over 50 campers were assessed in 2012 not all needed
the Integration Specialist Over 125 campers received extra support
from regular camp staff Repeat campers progress seen throughout
week and year to year Information in system can be added to and
modified year to year Consistent staffing in Integration Specialist
position Slide 20 Needs Identification Campers (or parents)
self-identify on Camp Minnesota registration form. Diagnosis list
is on first page of form. Registration system generates a report of
registrants who need accommodations Parents/caregivers of these
campers are contacted by Integration Specialist or other needs
assessor Need assessment is done and report sent to camping office
Report is entered into camp registration system. E-mail is sent to
camp involved. Report retrieved by: Integration specialist Camp
deans Program coordinator/site directors Camp staff FL Slide 21
Page One Registration Form ADD (Attention Deficit Disorder) ADHD
(Attention-Deficit Hyperactivity Disorder) Allergies Allergies
(seasonal) Anxiety/Depression Aspergers Asthma Autism Eating
Disorder EBD (Emotional Behavior Disorder) Diabetes Genetic
Syndrome (e.g. Down Syndrome) Learning Disability OCD
(Obsessive-Compulsive Disorder) ODD (Oppositional Defiant Disorder)
Physical Disability RAD (Reactive Attachment Disorder) Other
(please Describe) Slide 22 Typical Campers Who Need I.S. Boy who
has dyslexia and gets easily lost or confused. Girl who is
hypersensitive to touch, needs reminders about grooming, has
difficulty with speech, needs extra encouragement to join in. Boy
who is hypersensitive to sounds/ crowds/ lights/ smells, doesnt
understand humor or social cues, is fearful, has limited athletic
ability. Girl who is hyperactive and may need redirection, time
out, clear expectations and boundaries. Girl who is allergic to
food dye, has absence seizures Slide 23 Other Camping Models Youth
disability camp Bring a friend or caregiver Camp Listener/
Grandparent One on one volunteer buddy experiences Reverse
inclusion Blended with typical kids Adult disability camp Mixed age
disability camp??? FL Slide 24 Reverse Inclusion Model 1:1 ratio
Trained buddies Support from senior staff Structured, fun, relaxed
environment Modified, slower schedule Activities done together
Focus is the love of Christ Everyone benefits FL Slide 25 Special
Needs Camping Options in Florida Quests Camp Thunderbird (Orange
County) Dream Oaks Camp (Sarasota County) YoungLife Capernaum
(Marion County) Easter Seals Camp Challenge (Lake County) Camp
Boggy Creek (Manatee County) chronic, life- threatening illnesses
Camp Olympus (Volusia County) - day camp Camp I-Am-Special (Duval
County Slide 26 Needs Assessment Issues that might come up, and how
these are successfully managed at home and school Triggers to be
aware of and avoid Typical reinforcers that work well Is the camper
in a mainstreamed or self-contained classroom? How much support do
they receive at school, e.g. 1:1 or intermittent? Slide 27 Needs
Assessment How does camper communicate Level of assistance or
supervision needed with personal care and moving from place to
place Special dietary needs and mealtime behaviors Any safety
concerns Do they take medications? Health changes since last year
Camper/ family goals for the week Slide 28 Develop an
Individualized Plan Based on the needs, skills, goals, and
differences, how will the camp meet this campers needs and ensure a
successful week? Who will be responsible for each part of the plan?
FL Slide 29 Staff Training Provide overview and handouts regarding
special needs expected at camps Teach general inclusion ideas
Outline camp staff responsibilities Review Integration Specialist
job description Practice reading camper reports Develop possible
plans based on simulated camp scenarios Slide 30 Camp Staff
Responsibilities 1. Designate a staff person to print out camper
reports and check for assessment reports 2. Evaluate and adapt
schedule/activities based on: Safety issues Program/activities
Social interactions Daily living 3. Have a daily staff review time
FL Slide 31 Functional Activity Audit Is this activity safe for
campers with mobility, sensory, or cognitive challenges? If not,
how can we make it so? Is the activity designed so that campers
with mobility or other impairments can participate with minimum
separation from peers? If not, how can we make it so? Does the
activity provide some degree of challenge to all participants ( or
are campers with challenges kept safe, but passive?) Do planned
modifications benefit all users, not just those with impairments?
Mary and Peter Graber, ADNetwork Slide 32 Planned Program
Adaptation Cognitive and language differences Emotional, Social
& Behavioral Needs Physical and Mobility Differences Sensory
Processing Differences Hearing and Vision Loss MN Slide 33
Inclusive Games Facilitate cooperation rather than competition Make
sure activities are fun for everyone Select age-appropriate
activities Find the just right challenge- not too hard or easy
Offer opportunities for growth Develop problem-solving skills Allow
opportunities for everyones strengths to shine Adapt tasks, modify
rules, and change the environment only as much as needed Slide 34
Game Adaptations Equipment- Adjust size, weight, ease of use
Distance Change the length, space, or height Time or repetitions
Rules Individualize expectations Instructions Model, use visual
instructions, simplify, teach one step at a time, have buddy assist
FL Slide 35 Intellectual Disabilities Could include campers who are
slow learners or have limited short-term memory. They might have
difficulty following multiple-step instructions. They may have
difficulty planning, problem-solving, and organizing. Pick a camp
activity and modify it for inclusion Adaptations: Slide 36
Intellectual Disabilities Adaptations Simplify wording Break tasks
into 1-2 steps at a time Emphasize main points Use pictures
Individualize learning goals Use repetition Use team learning and
projects Slide 37 Emotional and Behavioral Needs Could include
campers with short attention spans who are very distractible. They
may have a low frustration tolerance and lose their temper. They
may push to be in control and not follow directions. They may be
withdrawn or homesick. Pick a camp activity and modify it for
inclusion Adaptations: Slide 38 Emotional and Behavioral Needs
Adaptations Smaller groups Offer choices Set up for success Avoid
triggers Use praise and reinforcement Keep task structured State
clear expectations and consequences Slide 39 Physical and Mobility
Needs Campers may have poor gross motor coordination and balance.
They may have difficulty walking or running. They may use a walker
or a wheelchair. They may have difficulty using their hands and
grasping or manipulating objects, or only have the use of one hand.
Pick a camp activity and modify it for inclusion Adaptations: Slide
40 Physical and Mobility Needs Adaptations Games on level, firm
surface Hold ribbons instead of holding hands Do tasks in pairs
Offer options, e.g. tag using a ball, from seated position Larger
targets Use clip board or tape paper to table Use bigger handles on
paintbrushes and pencils Slide 41 Simple Assistive Devices Slide 42
Hearing and Vision Loss Campers may have moderate to total hearing
loss. They may or may not speech read, speak clearly, use sign
language, wear a hearing aid or cochlear implant. Campers with
vision loss may have low vision which could include impaired visual
acuity or restricted visual fields. Others may be totally blind or
able to see some movement and large, distinct object outlines. Pick
a camp activity and modify it for inclusion Adaptations: Slide 43
Hearing and Vision Loss Hearing Adaptations Seat camper near
speaker Have light on speakers face, not behind them Enunciate,
dont shout Try to limit background noise Use assistive listening
equipment if appropriate Provide ASL interpreter if camper uses one
Teach signs and finger spelling to other campers Incorporate
signing into worship and singing Slide 44 Hearing and Vision Loss
Vision adaptations Offer large print, Braille, audio, or screen
reader versions Describe the action, e.g. during a skit Orient to
each new space Provide tactile map Guide person- have them hold
your elbow and walk slightly behind you Set up guide ropes along
trails Use textured ground surface to warn of dangers Slide 45
Dietary Considerations Label food Know your campers diets Avoid
foods that can trigger severe reaction, e.g. peanuts Be aware of
typical allergens: soy, wheat, shellfish, dairy, tree nuts Provide
gluten-free options Food from home may be an option Slide 46
Medical Issues Camp nurse is a key part of Integration team
Behaviors may indicate the camper isnt feeling well Make sure
camper stays on regular medications- this is not the time for a
drug holiday Dont overlook toileting needs, e.g. constipation Know
seizure protocol Prepare for allergic reactions Slide 47 Safety
Considerations Develop policies ahead of time for: Wandering/
Elopement Water safety Swimming Boating Sports and games Challenge
course Fire safety MN Slide 48 Low or No Cost Adaptations Add a set
of lower (40 or less) hooks in cabins and bathrooms If the drinking
fountain isnt accessible, install a paper cup dispenser next to it
Install mirror tiles below a mirror that is too high Use shelf
liner and clipboards to stabilize items Make utensils easier to
grasp by adding foam tubing Make a set of blocks with indents to
raise a low table Switch to unscented green cleaning products Slide
49 Funding Options Partner with your Conference Disability Concerns
committee to audit the camp, promote Disability Awareness Sunday
and designate an offering for camp inclusion. Work with UMM groups
or Scout troops - have them provide materials as well as labor.
Host a camp with a partner organization, e.g. MDA, that can attract
funding and in-kind donations. Suggest that part of UMW campership
funds be designated to help cover needed support staff. Explore
grants, e.g. National Inclusion Project. Slide 50 Next steps Write
down: One step you will take this season regarding inclusion
Support or information you need to make this happen Resources you
need to make this happen Person who will help you stay accountable
to implementing this step Slide 51 Questions? FL MN Slide 52
Resources Speakers are available for consultation and would love
for you to share your ideas and experiences: Lynn Swedberg:
[email protected] 509-456-7196 (home) or 509-990-1439 (cell)
Sally DePalma: [email protected] 813-971-4790
(work) Resource person from Camp Minnesota - Leslie Hobson:
[email protected] 218-829-4116 (work) See handout
(on-line) for useful articles, books, and websites Slide 53 Photo
Credits Photos identified with FL were submitted by Sally DePalma.
They were taken at a Young Life Capernaum reverse inclusion camp
held at Southwind Camp. Photos identified with MN were submitted by
Leslie Hobson. They were taken at various Camp Minnesota camps as
part of the Integration Specialist Program. Food sign photos taken
by Lynn Swedberg.
