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SUPPORTING YOUTH WITH EXCEPTIONAL NEEDS:

Interventions for Programming

Objectives

Upon completion of this module, participants will be better able to…

• Develop a greater understanding of the various terminology utilized when working with youth who have exceptional needs

• Identify various support strategies for including youth with exceptional needs into events and programming

• Identify resources available for those supporting youth with exceptional needs

Laws and Information to Know

As a federally funded program, the Child and Youth Program is subject to the following laws regarding youth with exceptional needs…

Americans with Disability Act (ADA): Prohibits programs from discriminating against an individual with disabilities by denying admission based on disability or by denying a request for reasonable accommodations without making an individualized assessment of an individual’s particular needs

Title II of the ADA: Speaks specifically to any state or local gov’t and any of its departments or agencies, including public schools

Rehabilitation Act of 1973, Section 504: Requires all public schools to provide reasonable accommodations to students with disabilities, including those not classified as requiring special education under the Individuals with Disabilities Education Act (IDEA) or other laws

Individuals with Disabilities Education Act (IDEA): A federal law that provides each eligible child, aged 3-21 years of age, the right to a free and appropriate education in the least restrictive environment possible

Source: Department of Human Services, New Jersey. “Inclusion of Children with Special Needs in After School and Summer Programs.”

Americans with Disabilities Act (ADA): Title III

In addition to Title II of the ADA, it is important to also become familiar with Title III, as it speaks specifically to providing individuals with disabilities mainstream access to programs…

Title III: Prohibits discrimination against individuals with disabilities in the full and equal enjoyment of the goods, services, facilities, privileges of any place of public accommodation

This includes…• Day and Residential Camps• Outdoor Program Centers• Conference Centers• Retreat centers• Outdoor Adventure Education Programs

Source: Hansen-Stamp, Catherine & Gregg, Charles R. “ADA Title III: Access to Recreational Programs for People with Disabilities – An Update.” 2006.

This is important to remember when conducting site visits for upcoming events and activities

ADA Title III: Important Aspects

Under ADA’s Title III, organizations are not prohibited from asking program participants about whether or not they can participate in the program.

Questions that elicit information about a participant’s background and potential limitations can be asked and assist with implementing appropriate modifications. In general, these questions should be asked of all participants.

Caveat: You are not permitted to ask questions that intentionally screen out, or tend to screen out, participants with disabilities, unless such criteria are necessary for the provision of services


ADA Title III: Important Aspects

In addition to asking specific questions on health forms about medications, allergies and health history, you can legally include catch-all questions like the following:

• Does the youth/camper have any condition (e.g. mental, physical, emotional), either identified above or otherwise, which might affect his/her health or well-being, the well-being of others, or affect their ability to engage in camp activities? If so, please describe…

• Are there any limitations on the youth/camper’s ability to participate in any event/camp activities? If so, please describe (including any adaptations or modifications appropriate or necessary)…

Questions of this nature are legal to ask, provided they are asked of all participants and not targeted toward an individual and/or group.


Additional Questions for Registration/Health Forms

Some additional topic areas/questions you might consider incorporating as part of your registration materials/health forms include the following:

• Does the youth possess any specific dietary, chewing and/or swallowing problems to be aware of? If so, what are they?

• Does the youth require any special assistance/accommodations to attend to personal needs, lodging and/or sleeping arrangements? If so, what are they?

• What specific needs or concerns should we be aware of regarding the transportation of the youth?

Again, the goal here is not to ‘single out’ or exclude a youth from participating in an activity, but rather to ensure proper accommodations have been put in place prior to the youth’s arrival.

Source: Boy Scouts of America. “Guide to Working with Scouts with Special Needs and Disabilities.” 2013.

ADA and Mainstreaming

The Americans with Disabilities Act establishes the parameters and expectations by which youth programs receiving federal funding must operate. Throughout the ADA document, it references the concept of ‘mainstreaming’ youth into programs.

Mainstreaming individuals means that you allow individuals with disabilities access to your program in the most integrated setting “appropriate to the needs of the individual.”

If an individual with a disability can participate, with or without modifications, you must allow him/her access to your regular sessions and programs.


Exceptional Needs Defined

The terminology surrounding this population has changed many times throughout the last few decades. As breakthroughs in both diagnoses and supportive interventions continue to evolve, the term ‘exceptional needs’ is now largely recognized as an appropriate identifier.

Exceptional Needs…

“…refers to individuals (in this case children) whose needs fall outside the established ‘normal’ range. The needs may be global or in a particular area or domain (e.g. physical, behavioral, cognitive, social or emotional)…”

Source: Campbell, Pauline Watson. “Children with Special Needs in the Classroom.” 2016.

Additional Terminology

Other terms used to describe this population might include:

• Child with Exceptionalities

• Children with Disabilities

• Exceptional Learners

• Children with Special Needs

It should be noted the term students with disabilities is more restrictive than children with exceptional needs because it does not include gifted and talented children

Source: Campbell, Pauline Watson. “Children with Special Needs in the Classroom.” 2016.

This is inclusive of physical, cognitive and emotional deviations from a normative measure of peers

Sorting Things Out

Although the terms impairment, disability, and handicap are often used interchangeably, they are not synonymous.

Impairment refers to the loss or reduced function of a particular body part or organ

Disability exists when an impairment limits a person’s ability to perform certain tasks

Handicap refers to a problem or a disadvantage a person with a disability or an impairment encounters when interacting with the environment

Example: A child who is able to function with a prosthetic limb and experiences no problems within his/her environment would have an impairment, not a handicap

Source: Heward, W.L. “Who Are Exceptional Children?”. 2014.

Categories of Impairments

Given that a impairment is any condition which prevents, delays or interferes with a child’s ‘normal’ achievement and development, when working with youth, it is important to recognize the various classifications of impairments:

• Developmental - Severe chronic impairments that can be cognitive or physical or both; disabilities appear before the age of 22 and are likely to be lifelong (Examples: cerebral palsy, epilepsy and Down syndrome)

• Intellectual – An impairment is characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills; disability typically originates before the age of 18.

• Physical – A limitation on a person's physical functioning, mobility, dexterity or stamina in everyday life

• Sensory - When one of the senses; sight, hearing, smell, touch, taste and spatial awareness, is outside the bounds of normal ranges when compared to peers

Source: Texas Education Agency. “The Education of Students with Special Needs.” 2015.

Developmental Impairments

The scope of developmental impairments is quite vast, as no two individuals are alike. Two general characteristics which impact individuals with developmental impairments include delayed academic development and diminished social skills.

Ranging from mild to severe, individuals with these impairments may require minimal to significant accommodations to engage in activities.

Source: First Signs. “Other Developmental and Behavioral Disorders.” 2014.

Common developmental impairments include:

Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD)

Autism Spectrum Disorders Bipolar Disorder

Cerebral Palsy Down Syndrome

Seizure Disorders Tourette Syndrome

Traumatic Brain Injury (TBI)

Intellectual Impairments

Youth identified with intellectual impairments often lag significantly behind their peers in developing academic and cognitive skills. Three of the most important cognitive skill deficits exhibited by youth with intellectual impairments are related to attention, memory and generalization.

Attention Memory Generalization

Source: www.education.com. “Primary Characteristics of Students with Intellectual Disabilities.” 2013.

Intervention Strategies:

Present initial stimuli that vary in only a few dimensions

Direct attention to critical dimensions

Remove extraneous stimuli

Increase difficult of task over time

Increase opportunities to practice the skill of deciding relevant vs irrelevant stimuli


Break large tasks down into smaller tasks

Plan for repetition of explanations and directions

Utilize visual aids and media

Allow more response time to questions and information retrieval


Use relevant examples when explaining tasks

Ask prompting questions to spark prior knowledge/experiences

Integrate content from one area into other activities/multiple settings

Utilize and model visual thought processes as an instructor

Physical Impairments

A physical impairment is any condition that permanently prevents normal body movement and/or

control. There are many different types of physical impairments. Some of the main ones include:

Source: Woman’s and Children’s Health Network. http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=306&id=1874. 2016.

Impairment Characteristics Intervention/Support Strategies

Muscular Dystrophies

• Muscle strength is reduced; becoming weak or wasting away• More common in boys than girls• No cure at this time; therapies only option

• When possible, implement a ‘buddy system’ where youth with physical disabilities are partnered up with youth/adults with no (or limited) physical disabilities

• Set up training environments so there is ample movement space around/between objects

• Maintain a small supply of adaptive materials (larger writing utensils, scissors, etc.); larger objects for activities

• Assign/train a dedicated volunteer to work one-on-one or with a smaller group during events/activities

• Break tasks/activities into smaller ‘chunks’ with more opportunities for ‘winning’ moments

• Utilize appropriate straps/harnesses for outdoor activities like canoeing, horseback riding, etc.

• Consider adapting activities like writing projects to video projects – focus on strengths

• Talk with parents/guardians to identify current intervention strategies; may even speak with teacher and identify intervention strategies used in the classroom (in the IEP)

Acquired Brain and Spinal Injuries

• Trauma happened after birth• May result from injuries, concussions, stroke, infections or exposure to toxic

substances• May result in loss of use of limbs, paralysis, difficulty walking and/or speaking

Spina Bifida • Results when a baby’s spinal cord does not develop normally during pregnancy• Results in partial or full paralysis of the legs• Difficulties with bowl/bladder control

Cerebral Palsy • Difficulties with posture/maintaining a position• Impaired movement of body part or whole body• Muscle weakness or tightness• Involuntary muscle movements/spasms• Difficulties with talking and eating

Amputation • May result from medical intervention or traumatic event• May result in a congenital condition or disorder• Often copy by overcompensating and using other body parts to maintain

lifestyle/function

http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=306&id=1874

Sensory Impairments

It is estimated that approximately 95% of the information about the world around us is acquired through either sight or hearing. Sensory impairments occur when one or more of the senses (sight, hearing, smell, touch, taste or spatial awareness) deviate from what would be considered medically normal.

Source: http://achieveaustralia.org.au/people-we-support/what-is-sensory-impairment/. 2016.

Common sensory impairments include:

Blindness Utilizing a buddy system and ensuring instructions/directions are explained with great auditory clarity can be useful; volunteers can assist individual with general maneuvering in the training environment

Hearing Loss Ensure you utilize appropriate body language that is not confusing in nature, model and demonstrate activities ahead of time, provide preferential seating, utilize visual aids

Sensory Processing Disorders Allow extra time for completing activities, provide instruction/direction through various modalities, utilize calm and direct verbal and non-verbal communication; front-load activities/situations to help reduce anxiety and frustration

NOTE: While sensory impairments present obvious challenges in a variety of ways, as it relates to daily function and operation in any environment, sensory disabilities have the greatest negative impact in the area of communication between the individual and those around him/her.

http://achieveaustralia.org.au/people-we-support/what-is-sensory-impairment/

Reasonable Accommodation

The ADA requires in school and out of school providers to make reasonable accommodations to policies, practices and procedures where necessary to avoid discrimination.

ADA identifies the four primary types of accommodations:• Admission policies that do not screen out individuals with disabilities

• Changes in policies, practices and procedures

• Provision of auxiliary aids and services to ensure effective communication

• Removal of physical barriers in existing program facilities (event facilities)

Source: http://www.healthiersf.org/excelafterschool/Resources/documents/Alison%20Stewart%20-%20Adapting%20Activities%20for%20All%20Learners.pdf. 2013.

http://www.healthiersf.org/excelafterschool/Resources/documents/Alison Stewart - Adapting Activities for All Learners.pdf

ADMISSION POLICIES:

- Application materials do not ask questions targeting individuals with disabilities or exceptional needs

- Events and programs are made available to all qualified youth (i.e. ARNG dependents), regardless of ability

POLICIES, PRACTICES & PROCEDURES:

- Individual requests/circumstances are assessed on a case-by-case basis

- Adapted processes to meet the needs of the youth without negatively impacting the safety and security of others

AUXILIARY AIDS:

- Assistive hearing, writing, mobility and other supports/technology made available

- Additional volunteer support made available and training for volunteers provided

- Work with parents/guardians to identify specific aids needed

REMOVAL OF PHYSICAL BARRIERS:

- Identify potential barriers during site visits, making SFPD and facility POC aware of concerns

- Coordinate with facility POC to identify alternate measures available to ensure least restrictive environment possible



Determining Reasonable Accommodation

1. Determine if the individual with a disability meets the essential eligibility requirements of the Program with or without an accommodation

2. Identify the accommodation needs

3. Select and provide the accommodation that is most appropriate for the youth and program

4. Establish an on-going evaluation process to check on progress of youth

5. Conduct an ‘end of program’ evaluation/AAR to determine success of accommodation(s) made



Identifying Accommodation(s) Needed

Attempting to determine needed accommodations on your own can feel overwhelming. The following are strategies for identifying and providing accommodations for youth with exceptional needs:

• Involve the youth and their family throughout the process• Consult with educational or specialized professionals• With the parent/guardian’s permission, reach out to the youth’s teacher to

inquire about accommodations provided in the classroom – some may be applicable to activities you are planning

• Work from a strengths perspective and identify the individual youth’s ‘functional limitations’ as it relates to the events/activity

• Conduct online searches to see what accommodations are made in other programs for youth with the same limitations



Limitations to Reasonable Accommodations Under ADA Title III

ADA Title III does provide some limitations on an organization’s requirement to provide individuals with disabilities access to programs…

1. Undue burden: This includes overall financial resources of the site/sites involved, number of employees at the site, whether the site is geographically isolated and additional required training for support staff

2. Direct threat to safety: This requires the organization make individual assessments grounded in current medical knowledge – taking into consideration the severity of the risk and the likelihood of harm; must be specific and not vague/general

3. Fundamental alteration: This applies if/when proposed modifications would alter the ‘essential character’ of the game or activity; alters essential elements of the game


Guidelines for Specific Types of Exceptional Needs

The following are guidelines for assisting youth who may have exceptional needs:

Source: Boy Scouts of America. “Guide to Working with Scouts with Special Needs and Disabilities.” 2013.

Exceptional Needs Guidelines

Mobility Impairments

• People using adaptive equipment often consider it as an extension of their body• When helping, ask how the equipment works if you are unfamiliar with it• Never move equipment out of a person’s reach• Pre-plan during site visits to ensure facilities will accommodate potential equipment

Autism Spectrum Disorders

• Provide consistent, predictable structure; be patient and allow extra time for activities• Provide visual schedules using words and pictures; avoid adding times to schedules as the person may ‘hold’ you to those times exactly• Pre-load upcoming transitions ahead of time with the person to allow processing time• Break up tasks into smaller steps• Identify alternative places for the individual if noises, lights or other factors become overwhelming

Attention Deficit Disorders

• Structure meeting times, activity times and rules so individual knows what to expect• Be positive; praise appropriate behavior and completion of tasks• Be realistic about behavior and task completion; be cognizant of activity time to avoid prolonged periods of instruction/seat time• Monitor behavior using the same system(s) utilized at home and school to ensure consistency• Remain flexible regarding how information is presented, keeping in mind written responses may be challenging• Be sensitive regarding medication(s) being taken and when they should be taken• Simplify complex directions, giving one or two steps at a time• Provide leadership opportunities for the individual

Adapting and Modifying Activities

In some cases, many activities can be structured/modified with minimal cost or change necessary – it all comes down to desired end goals or objectives for the activity…

Modifying an activity can be as easy as changing the level or type of competitiveness in the activity.

ACTIVITY

GOALS OR

OUTCOMES

COMPETITIVE

COOPERATIVEINDIVIDUALISTIC



Modifying Program Activities


Activity Suggested Modification

Field Trips/Outings • Front-load situations ahead of time to reduce anxiety• Provide written communication to parents/guardians regarding activities, important steps for engagements and activity requirements (physical &

cognitive)• Ensure accessibility during site visits• Review transportation procedures and modes to ensure accessibility• Keep rules simple and of a positive nature

Arts and Crafts • Provide materials of varying sizes, thicknesses, pre-cut shapes, etc.• Break down instructions into individual steps rather than reviewing all at once• Pair-up participants to assist each other• Always have a ‘Plan B’ should initial plans not work, cause increased anxiety/frustration or require greater skill levels/abilities• Match activity roles with participants' interests, skills and abilities (with and without adaptations)

Free Time • Make materials available to facilitate interactions (simple games, books, magazines, technology, etc.)• Allow freedom to participate in activities with limited direct adult oversight/direction• Provide semi-structured activities who may need them to mitigate behavioral issues• Respect all participants’ choices and level or engagement• Provide praise for small accomplishments; verbal reminders to reduce negative behavior and redirect

Arrivals/Departures • Take time to preview scheduled activities and upcoming transitions; provide time ‘warnings’ regarding when to begin wrapping-up• Remind participants of individual steps required for clean-up, departure and transition between activities• Provide impromptu games (perhaps via a volunteer) to keep youth occupied as everyone arrives and is checked-in

Group Games/Activities • Choose games that emphasize cooperation, not competition• Plan for multiple variations on individual games/activities to increase engagement and inclusivity• When forming teams, rotate groups frequently to encourage interaction and relationship-building• Have participants come up with modifications for teammates and themselves


Modifying Group Games


Activity Suggested Modification

Basketball • Ask youth to develop their own modified group rules for the game (i.e. allowing an extra bounce, eliminating a call like ‘traveling’, etc.)• Lower the hoop or replace it with a waste basket • Allow extra time to pass or shoot the ball• Rotate so that every player takes a shot• Have each player touch the ball before shooting• Assign partners for each player

Kickball • Use different sized balls• Allow sitting in a chair while kicking• Offer the choice of being a kicker or runner• Allow a partner to catch or throw the ball• Use carpet squares to mark bases and allow for easier maneuvering • Use partners for running bases• Pass three times before tagging a runner out• Mark outfielder positions if necessary

Swimming • Consider being flexible with skill levels• Use appropriate flotation devices with increased supervision• Use fins or floats for slower swimmers during games• If ever unsure, consult parents/guardians and ensure a lifeguard with appropriate training is available and on-site at all times

Cooperative Games • Always have one team playing at a time; the object is to improve past scores, not to win• Take the fun and challenging skills in a competitive version of a sport and try to preserve them without isolating• Play against a clock and allow longer timeouts• Create rules that allow for a range of athletic ability on the same team• Stress teamwork and cooperation• Allow youth to determine their own timeouts as they may be necessary for rest and recovery


Modifying Basic Skills

Source: Job Accommodation Network. “Intellectual or Cognitive Impairments.” 2013.

Basic Skill Suggested Modification

Reading • Provide plenty of pictures, symbols and diagrams instead of words/text• Read written instructions before starting an activity• If possible, record a verbal file of the instructions ahead of time and provide that to the youth• Use voice output on a computer (if available/necessary)• Use a line guide or highlighter to help differentiate text in a book; use a ruler to cover over and reveal lines of text individually

Writing • Provide templates or forms to prompt information requests• Allow verbal responses instead of written responses• Allow typed responses instead of written responses• Use voice input and spellcheck on a computer• Use a partner to help write responses/ideas/thoughts of the youth• Provide ample writing space, as it might be necessary depending on the type of physical impairment

Memory • Provide information in writing, with both text and/or symbols/pictures• Provide checklists to help break steps into smaller ‘chunks’• Use positive verbal cues/reminders

Speaking • Utilize computers or mobile devices to transmit thoughts/information• Allow youth to present information with visual aids rather than public speaking• Partner youth up so they can split up speaking responsibilities• Allow extra time for youth to formulate thoughts before speaking• Help youth simplify thoughts ahead of time and practice speaking before doing so to a group

Modifying Activities Does Not Always Require Extensive Work or Funding

In a 2000 study of residential camps, conducted by the National Inclusive Camp Practices organization and the American Camping Association, found that many modifications for inclusion can be done with minimal work and/or expenditure of funds…

Source: “Inclusive Outdoor Programs Benefit Youth.” 2000.

45%

28%

12%

8%7%

INCLUSIONARY PRACTICES USED

Giving Encouragement

Modeling Activity

Peer Partnering

Allowing More Time

Breaking Tasks Up

Bullying, Disability Harassment and the Law

Youth with disabilities are at an increased risk of being bullied in school and social settings, whether that be verbal harassment, physical threats/acts or threatening written statements. This is referred to as “disability harassment” and is prohibited under Section 504 of the Rehabilitation Act of 1973 and Title II of the ADA of 1990.

The U.S. Department of Education defines disability harassment as…“…intimidation or abusive behavior towards a student based on disability that creates a hostile environment by interfering with or denying a student’s participation in or receipt of benefits, services or opportunities in the institution’s program.” (U.S. Department of Education, 2000)

Source: stopbullying.gov. “Bullying and Children and Youth with Disabilities and Special Health Needs.” 2016.

Video – Temple Grandin

In previous trainings, we have reviewed the characteristics of individuals on the autism spectrum.

While many view those on the autism spectrum to possess a disability, autism activist, Temple Grandin, shares her thoughts and research as to why the world needs “visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.”

Video Link: http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds?utm_source=facebook.com&utm_medium=social&utm_campaign=tedspread

This could be a powerful tool to utilize when working with older youth and teens.

http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds?utm_source=facebook.com&utm_medium=social&utm_campaign=tedspread

Resources

The U.S. Department of Education Office for Civil Rights

(o) 800-421-3481

http://www2.ed.gov/about/offices/list/ocr

The U.S. Department of Education Office of Special Education Programs

(o) 202-245-7468

http://www.ed.gov/about/offices/list/osers/osep

The U.S. Department of Justice Civil Rights Division

(o) 877-292-3804

http://www.justice.gov/crt/

The U.S. Department of Labor

(o) 866-487-2365

https://www.dol.gov/general/topic/disability/ada

http://www2.ed.gov/about/offices/list/ocr

http://www.ed.gov/about/offices/list/osers/osep

http://www.justice.gov/crt/

https://www.dol.gov/general/topic/disability/ada

Resources

The Council for Exceptional Children

https://www.cec.sped.org/

The Special Needs Instruction Program (SNIF) Toolkit

http://www.snipsf.org/tips-tools/

The Americans with Disabilities Act Network

https://adata.org/publication/ADA-faq-booklet

The Boy Scouts of America

“Guide to Working with Scouts with Special Needs and Disabilities”

http://www.scouting.org/filestore/pdf/510-071.pdf

https://www.cec.sped.org/

http://www.snipsf.org/tips-tools/

https://adata.org/publication/ADA-faq-booklet

http://www.scouting.org/filestore/pdf/510-071.pdf

Quiz

As evidence of completion of this course, you will need to complete the short assessment tool provided. To access the assessment, please click on the link below:

CLICK HERE TO BEGIN YOUR ASSESSMENT:

https://www.classmarker.com/online-test/start/?quiz=gee5829bfa4ae4ec

Please Note: Following completion of the assessment, please save the results certificate and then email the results to your

RAPM. This will serve as your documentation of completion.

https://www.classmarker.com/online-test/start/?quiz=gee5829bfa4ae4ec

You have now completed the Supporting Youth with Exceptional Needs.

Congratulations!

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