Accessible Recreation:Making Center Recreational

Activities Inclusive

Nikki JacksonRegional Disability Coordinator

Objectives

This webinar will: Show center staff how to promote

inclusion in recreational activities by: Ensuring physical access Ensuring programmatic access Addressing attitudinal barriers Using effective communication Fostering partnerships Committing to change and taking action

Provide resources to promote inclusive recreation 2

Overview

Recreation and leisure activities are an important dimension of the quality of life for all students, including those with disabilities. Through recreation we have fun, facilitate social interactions, and develop skills

Students with disabilities often find themselves with limited opportunities to engage in recreational activities and they are often given low priority with support and assistance

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Accessibility

Accessibility refers to: A barrier free environment

allowing students with disabilities to participate in all areas of community life

Enabling people with disabilities to participate on an equal basis with others in recreational, leisure and sporting activities on your center 4

Inclusion

Inclusion is not just physical access to a facility, it is the integration of all students, regardless of ability or functional ability in leisure and recreation activities

Centers should: Strive to expand the possibilities of inclusion for students with disabilities Promote and sustain participation by students with disabilities in recreational activities

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STEP 1: Promoting Inclusion

Physical Access

Step 1: Promoting Inclusion Physical Access You should also review your center’s

accessibility plan to: Assist your center in identifying

accessibility problems and solutions in existing facilities

Make a plan to make an existing facility more usable for your students with disabilities

If there is no accessibility plan in place, review the American’s with Disabilities Act (ADA) Checklist for Readily Achievable Barrier Removal 7

Step 1: Promoting Inclusion Physical Access When offering recreational activity:

Be attentive to the physical access of the activity

Are there any obstructions in the walkway? Examine the physical environment

where the activity will take place Are floor surfaces stable, firm and slip resistant? Are there benches in the locker rooms?

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Step 1: Promoting Inclusion Physical Access There are some basic

things that can be done to allow full participation of students with disabilities:

Position tables in activity rooms to allow adequate movement space for students who use wheelchairs, crutches or walkers

Remove doormats that may cause tripping or inhibit wheelchair movement

Reduce the tension on doors to make them easier to open

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STEP 2: Promoting Inclusion

Programmatic Access

Step 2: Promoting InclusionProgrammatic Access Programmatic changes may be necessary

to accommodate the specific skills and capabilities of students with disabilities

Adaptations needed by students with disabilities will vary from student to student

This means changing or modifying the way a program or activity is conducted Modifying the equipment used Modifying the program/activity Modifying the method a student engages in the

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Step 2: Promoting InclusionProgrammatic Access Modifying Equipment

Finding, creating or adding assistive devices allowing a student to accomplish a skill, or compensate for lack of a specific ability

A student with decreased fine motor control in their hands may have difficulty holding a tennis racket. A possible solution could be using an ace bandage to attach the racket to the students hand

A student with limited dexterity in one hand may benefit from the use of an electric reel-in-device that is controlled by one hand

A student with a prosthesis benefits by substituting a standard volleyball with a balloon or beach ball

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Step 2: Promoting InclusionProgrammatic Access Modifying Equipment

Other adaptive equipment is also available and is sometimes accessible through loan from your State Assistive Technology Program or from special recreation providers

Adaptive equipment can also be purchased from commercial vendors

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Step 2: Promoting InclusionProgrammatic Access Modifying the Program/Activity

Changes to rules that allow modification for the skills that are lacking:

size of field/court duration of game net height scoring methods

Eliminating the need for challenging skills

An example is allowing a student in a wheelchair two bounces in tennis before hitting the ball 14

Step 2: Promoting InclusionProgrammatic Access Modifying the Method

Changing how an activity is done can lead to increased participation.

Using a buddy or peer to perform the task that cannot be done independently

Having someone run the bases for a student with a mobility limitation during a softball game

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Step 2: Promoting InclusionProgrammatic Access Adaptations needed by students with

disabilities to complete certain activity skills independently will vary from student to student

Partial participation (in tasks, skills, or steps) may be an option

Partial participation is a reasonable accommodation that allows for maximum independent participant performance

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Step 2: Promoting InclusionProgrammatic Access Most importantly, let your student guide

you! Programmatic adaptations are only successful if they are agreeable to and meet the needs of the student

The reasonable accommodations committee (RAC) is a great place to discuss accommodations and adaptations

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STEP 3: Promoting Inclusion

Attitudinal Barriers

Step 3: Promoting InclusionAttitudinal Barriers Staff and student attitudes about

disability make a huge difference in creating an inclusive center There is a difference between

being physically integrated and being socially integrated When promoting an inclusive

center environment attention must be paid to: Staff and administration Student participants with disabilities Student participants without disabilities

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Step 3: Promoting InclusionAttitudinal Barriers Attitudes of Staff

Staff training is critical. Remind staff that kindness and support is all that may be needed to create a positive, inclusive center for your students with disabilities

Address verbal and non-verbal behaviors Have staff complete self-assessment tools

to help them understand and deal with any biases, concerns, or fears

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Step 3: Promoting InclusionAttitudinal Barriers Attitudes of Students with Disabilities

They will not be welcomed at recreational activities/events

Accommodations will be unavailable or will be inadequate

Participating in activities may seem overwhelming and/or frightening

Make sure students know they are welcomed and included in all recreational activities

Posters of people with disabilities displayed around center especially in the recreation building 21

Step 3: Promoting InclusionAttitudinal Barriers Attitudes of Students without

Disabilities Lack of understanding or consideration

about limitations Inferior attitudes Ridicule or teasing Not using person-first language Thinking a disability is an inability to

participate

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Step 3: Promoting InclusionAttitudinal Barriers Some ways to cultivate more positive attitudes include:

Pairing students with and without disabilities in the performance of recreation activities Simulations or role playing activities Cooperative games and initiative problems Involving the group in making adaptations

to games/activities to make them more inclusive

Education and awareness programs such as videos, speakers, panels, or group discussions 23

STEP 4: Promoting Inclusion

Effective Communication

Step 4: Promoting InclusionEffective Communication As you work toward achieving inclusion

it is important to consider communication.

What is being communicated? How is it being communicated?

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Step 4: Promoting InclusionEffective Communication Printed Materials

Include photographs of people with disabilities participating on an equal basis with participants without disabilities

Include Disability Coordinator contact information and that accommodations for participation are available for the activity/program

Use symbols of accessibility

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Step 4: Promoting Inclusion Effective Communication Face-to-face interaction tips:

Pay attention to what is being communicated Establish eye contact and speak to the student directly Allow adequate time for student to formulate and communicate his/her thoughts Expose staff and familiarize them to techniques that students with disabilities

may use to communicate

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STEP 5: Promoting Inclusion

Partnerships

Step 5: Promoting InclusionPartnerships Partnerships benefits: Fund/loan modified equipment Staff and student training Conduct/access accessible recreation activities

on or off center

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Step 5: Promoting InclusionPartnerships Form partnerships with: Community organizations and area universities Centers for Independent Living (CILs) State Assistive Technology Programs Special Olympics Health promotion/fitness groups Advocacy groups

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STEP 6: Promoting Inclusion

Committing to Change and Taking Action

Step 6: Promoting Inclusion Committing to Change and Taking Action A different perspective

Center staff must make a commitment to inclusion by thinking differently about students with disabilities and how they engage in center activities and programs

How can my center make our recreational programs and services available to everyone?

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Step 6: Promoting Inclusion Committing to Change and Taking ActionWith the right supports available, your students with disabilities can choose to participate in a full range of recreational activities and programs based on their personal interests and desires

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Resources

ADA Checklist for Readily Achievable Barrier http://www.adachecklist.org/checklist.html

Center Accessibility Tool is available on the Job Corps Disability Website under Frequently Requested Documents

ADA Accessibility Guidelines for Recreation Facilities

http://www.access-board.gov/recreation/final.htm

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Resources

National Center on Health, Physical Activity, and Disability (NCPAD) http://www.ncpad.org/ The focus is to collaborate with the nation’s

leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, and using this framework to build inclusion and integration into these existing programs.

State directory of organizations

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Resources

National Center on Health, Physical Activity, and Disability (NCPAD) http://www.ncpad.org/ State directory of organizations

Tulsa JCC The Center for Individuals with Physical Challenges Ability Resources, Inc.

B.L.Hooks JCC The Arc of the Mid South

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Resources

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Resources

Sport Abilities (SA) http://sportabilities.com Provides recreational, advocacy, support

and sporting activities resources Offer calendars and different activities

for every state

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Resources

Sport Abilities (SA) http://sportabilities.com Provide recreational, advocacy, support

and sporting activities resources. Offer calendars and different activities

for every state.

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Resources

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Resources

Adventures Without Limits (AWL) http://www.awloutdoors.com/

Special Olympics http://www.specialolympics.org/

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Resources

Job Accommodation Network (JAN) http://askjan.org/topics/recsports.htm

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Resources Regional Disability Coordinators Boston and Dallas Regions - Laura Kuhnlaura.kuhn@humanitas.com Atlanta and Philadelphia Regions - Nikki

Jackson nikki.jackson@humantias.com Chicago and San Francisco Regions -

Kim Joneskim.jones@humanitas.com

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