Will My Child be Okay at a Summer Camp?
With the thought of summer camp comes the recollection of cabins filled overstuffed with bunk beds, campfires, and mess hall meals with the loads of friends we met at the opening dance. Summer camp is a childhood memory for many of us, one that changed our youth, usually for the better. Such camp memories and activities still hold true today, even for children with disabilities. The inclusive classroom that takes place during the school year has now begun to carry over into the summer months at camps across the country, whether they be overnight for the whole summer, day camps or weekend camps.
Residential camps may be one setting where children can develop greater personal and social maturity, according the Ann Fullerton, et al. article entitled The Impact of Camp Programs on Children with Disabilities: Opportunities for Independence. With that thought in mind the Americans for Disabilities Act now requires all camps to make reasonable accommodations so that children with special needs can attend. But some camps surpass this requirement by a long shot.
Inclusion has become quite a popular aspect of the general education schooling and so children with disabilities, learning, behavioral or physical among some, are now being placed in classrooms with their peers with no such needs. These children are given the chance to interact and experience things they would have never done at home perhaps or in a special education school. The same goes for summer camps these children may attend between June and August. As stated in a Washington Post article, “parents of special education students have long said their children are left in the lurch once school closes for the summer.” Summer camps across the country are beginning to bring together children with and without disabilities for memorable summer experiences. “The percentage of accredited camps that have tailored service for children with physical or mental disabilities has risen from 9 percent to 13 in the past two years”, states Harriet Gamble, director of communications for the American Camping Association.
Having accredited camps that blend children with and without disabilities provides an opportunity for new friendships to form and families to attend camp together. At Kamp A-Kom-Plish in Southern Maryland is where Tiffani Sterling-Davis sent her three children. Alayna and Julian checked into camp with sister Breanna, 11, who has Down syndrome.
My book, The acorn people, is about kids and teens with disabilities in the book the kids with disabilities go to a summer camp and people who have never taken care of kids with disabilities take care of them it goes through their everyday life and getting ready in the morning. This is different to my culture because I down have to do the extra task in the morning I shower get dressed pack my bag and go to school; on the other hand, then need someone else to help get dressed. It takes a lot longer to get ready in the morning and they might need help moving to their next class or need help learning. in my book, it tells how these kids will go about doing summer camp activities like swimming eating and climbing.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Odom, S. L., Buysee, V., & Soukakou, E. (2011). Inclusion for young children with disability: A
Unfortunately, it is not uncommon for children with disabilities in a Least Restrictive Environment to not have their needs met adequately. Some parents think that teachers do not have the proper skills to help their child with disabilities flourish in the classroom. Two concerns/challenges are that typical developing students will imitate inappropriate behaviors made by students with disabilities and students with disabilities could potentially get teased about their disabilities and inappropriate behaviors. As said by Virginia Buysse and Donal B. Baily, Jr. (1993) “… the opportunities for young children with disabilities to interact with peers in integrated settings must be carefully
Living with a child with special needs can have profound effects on the entire family including the extended family members, siblings, parents, and the child with the special needs. It can affect all aspects of family functioning, since they have to be on the watch for the child. On the positive side, living with a child with special needs can expand horizons, develop family cohesion, increase the family members’ awareness of their inner strength, and promote connections to community groups. On the negative side, this child will need time, physical and emotional demands and financial cost in order to make the child’s life comfortable. However, the impacts will depend on the child’s condition, and its severity, as well as the emotional, physical, and the financial resources available to take care of the child.
There are dozens of benefits that camp graciously gives to campers which influence their daily life including friendships, independence, community, and competence. These universal values and skills are learned at all 7,000 sleepaway camps across the nation, creating more aware, socially conscious, and community oriented children from a young age. The tradition of camp will continue to exist due to the benefits it patently has. Although an adult can be successful without going to sleepaway camp; the exposer camp gives kids at a young age is incredibly beneficial. While camp influences who you become as an adult, it achieves its goal through a magical and memorable experience - something a lifetime camper will recognize and be thankful for as they reach adulthood.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
Having spent the better part of six summers hiking, cooking, orienteering, and practicing archery on the trails of Huddart Park, California, summer camp became a very precious time of my life. When I entered high school, I began working as a Unit Aide at my camp which meant I had the privilege to now teach young girls a whole slew of tasks such as survival skills, first aid, and knife skills. While attending Woodside Priory High School, I heard about similar activities such as archery and overnights that Mountain Camp counselors hosted. Chris Gregory encouraged me to look into the camp and see if it was something I might take interest in, and I soon discovered that it definitely captured my attention. I adore working with kids and would especially
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
The Portage Project was created 32 years ago in Portage, Wisconsin, in response to the need to provide services in rural communities to young children with disabilities. It was first funded by the Bureau of Education for the Handicapped (B.E.H). Portage is known for early intervention and development of intervention systems in the community. Its success relies heavily on parental involvement. This requires the enhancement of the development of young children with disabilities. All parents need to first understand that development of the child occurs sequentially in nature. Secondly, they must believe that the child's development can be influenced and impacted by their efforts. A final assumption that needs to be met if family involvement is to be implemented is p...
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as
...uire to development special education systems and inclusive programs, must be able to accept the possibility for total reconstruction of their current system. The administrators must plan extensive training to all members of the organization to better inform, educate and implement the desired program or system. As inclusion becomes more widespread, research and data must be analyzed to determine specific, effective strategies in creating successful systems for the school, community and most of all, people with disabilities (Wisconsin Education Association Council, 2007). Once there is appropriate research and data to show positive outcomes and strategies for offering effective inclusive education, educators and administrators must make the best of what information is currently available today and continue creating equal opportunities to quality education for all.
Recreation and Leisure activities are in a high critical dimension of quality of life for everyone, including people with developmental disabilities. Sadly, many of those who are disabled are still limited to segregated recreation and leisure choices for any reason or another. Some people will confine themselves to opportunities which include trying a new variety of activities in different settings with different people; here some of the factors that can be affecting: Age, Gender, Sexual Orientation, Racial and Ethnic identity, and Socioeconomic status.