Lunch and Recess Social and Recreational Programs
Volume 5, Issue 1 ~ January/February 2010


The Impact of Inclusive Recreational Programs
by Kristy Barnes

Director of Marketing and Operations
The National Inclusion Project
Raleigh, NC
KristyBarnes@inclusionproject.org

After witnessing the segregation of children with disabilities in recreational programs, The National Inclusion Project set a goal to ensure all children have equal opportunities to be included in programs and all aspects of society. Let’s ALL Play, developed by The Project, is a valuable resource for recreational programs wishing to move towards full inclusion. It is a field-tested model that can be incorporated into existing programs. The model includes modifications designed to enhance the structure of the program; inclusive games that foster cooperation, personal achievement, and social relationships; and staff training guidelines and communication. The Project also provides funding to programs interested in implementing Let’s ALL Play. In 2008, The Project enlisted the services of The Center for Social Development and Education at the University of Massachusetts, Boston to assess the implementation of Let’s ALL Play. RESULTS Impact of Staff Training Staff training was an integral part of implementation of Let’s ALL Play. Training focused on dynamic, hands-on activities geared towards teaching the fundamentals of inclusion. The topics covered during training included reasons for inclusion, “People-First Language,” disability etiquette, respectful accommodations, and behavior management. Specific ways to implement goals and modifications were discussed for each camp individually. Responses about the impact of the training were overwhelmingly positive, with almost all (94%) staff and directors indicating that the training better prepared them to work in an inclusive setting. One director said that as a result of the training staff were “educated, prepared, confident and excited, The training not only provided staff with new knowledge, but also inspired a sense of confidence and enthusiasm.” Implementation of Let’s ALL Play Inclusion Modifications Let’s ALL Play offers program modification tools and inclusive games that programs can implement to foster inclusion including for example, the use of “People-First Language,” Picture-Schedules, “Fidgets,” Activity Scripts, Task Cards, and Family Communication Cards. Both directors and counselors agreed that modifications were successful in addressing the needs of campers with disabilities. One director commented, “the ‘Fidgets’ were a great tool. Each day there were times when the campers were asked to sit quietly. ‘Fidgets’ helped keep some kids entertained.” Counselors and directors also felt the modifications were beneficial for campers without disabilities. For example, they were able to “use the visual schedule for our ‘typical’ campers that need help remembering their schedule to relieve anxiety.” The games provided by Let’s ALL Play were successful with all campers. Directors and counselors were also able to adapt the regular games at their camp to fit the needs of their campers. For example, counselors lowered basketball hoops so that campers could shoot and modified arts and crafts activities so that campers with fine motor skills difficulties could participate (e.g. using larger Popsicle sticks and paint brushes and incorporating dot painting to develop fine motor skills). Counselors also provided one-on-one directions and hand-over-hand assistance to campers to help them participate. One counselor noted: “During archery I held the bow with my camper so he could use both arms to pull the string.” In general, counselors worked to ensure that “everything we all did, everyone could do it.” EDITOR's NOTE: See descriptions of the 'fidgets' inclusion modification at the end of the article. Impact on Campers The final step in evaluating Let’s ALL Play was the assessment of its impact on campers. The experience gave children with disabilities the opportunity to participate in activities with their peers with 82% of participants showing improvements in motor skills, 54% showing improvements in social skills, and 55% in self-esteem. Children with disabilities were also as likely to make new friends as their typical peers. The data from the camps demonstrates the positive impact of inclusive programming in fostering friendships among children with and without disabilities. To provide an additional perspective, parents of children with disabilities attending the camps were interviewed. Parents responded that they sent their children to camp to interact with their peers, make friends, and stay active, and all reported that camp met or exceeded their expectations. When asked if their children were excited about camp, the response was a unanimous yes. One parent commented, “I noticed that every morning it was like I was giving [my son] a million dollars. He loved going, and on weekends he would ask, ‘oh mom…I am not going to camp today?’” Supporting the data provided by counselors, parents also noted that their children improved in a variety of areas over the summer. One parent mentioned that her son’s experience was “an ongoing learning experience” and throughout the summer she noticed “an overall improvement with speech and communication skills.” Another parent noticed that her son “talked more as a result of camp.” Many parents mentioned improvement in sports skills, notably swimming. Emphasizing social improvement, a parent mentioned that camp “is good for social skills. He got a chance to meet kids he didn’t already know from school.” Across all programs, parents were thankful to have the opportunity to send their children to camp, and they reported that if it were possible they would definitely send their child to camp again. CONCLUSION The evaluation provided strong evidence that Let’s ALL Play is a valuable resource for programs wishing to move towards full inclusion. The inclusive experience gave children with disabilities the opportunity to participate in activities with their peers and improve their social skills, motor skills, and self-esteem. Camp staff, directors, campers, and parents all indicated overwhelmingly positive attitudes towards their experiences with inclusive programming and expressed their desire to remain involved. One parent simply stated, “I have spoken with some parents whose kids were turned down for camps and I know that could have been us at one point. I’d like to hold out hope that someday everyone will have the chance to participate.” To learn more about The National Inclusion Project or to get involved visit their website at www.inclusionproject.org Inclusion Modification: Fidgets The use of fidgets can help to increase focus and engagement in an activity for people with special needs who benefit from tactile stimulation. Putty Playdoh Water tubes Koosh balls Stress balls Stretch men/animals Finger puppets Mini Etch-a-Sketch Pop Beads Wikki Stix Small wind up toys Magnets Small animal figurines Spinning tops Small beanbags Vibrating toys Squeeze toys Large, plastic nuts and bolts Theraband tied in small loop for pulling Color box Magnifying glass

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