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Inclusion Policy

This policy outlines essential strategies for fostering meaningful inclusion of campers with exceptionalities such as Autism, ADHD, OCD, and more. It emphasizes maintaining the camper's dignity and creating a supportive environment through understanding their unique strengths and needs. Best practices include using clear communication, planning routes for mobility devices, and developing individual strategies for behavior management. By incorporating structured routines and adapting activities, we can enhance the camping experience for all participants.

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Inclusion Policy

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  1. Inclusion Policy Summer 2012

  2. Inclusion Policy • Exceptionalities – both strengths and needs • Core Priorities: • Maintaining the Dignity of the Camper • Meaningful Inclusion • Projects • Best Practices

  3. What exceptionalities do we see at DE? Mobility FASD Autism and Asperger's Syndrome ADD and ADHD OCD ODD

  4. Mobility • Wheelchair Etiquette: • The chair is an extension of the campers body space: • Don’t lean on the chair • Always ask before you move them • Plan your route when moving around campus • Talk to the camper about how they would like to play games • It’s ok to use the terms “run” and “walk” • Sit or kneel to eye-level for longer conversations

  5. FASD • Damage to the CNS • Often goes undiagnosed • What does it look like at camp? • Action/Consequence relationship • Memory • Desire to please • Social cue difficulties • Rigid thinking

  6. FASD • What can we do in our classrooms? • Keep things clear, concrete, and simple • Use routine and repetition • Avoid yes/no questions • Have discipline immediately follow the action

  7. Autism • Most common neurological disorder affecting children • Autism is a spectrum disorder • What does it look like at camp? • Communication and social difficulties • Unusual behaviour and patterns of attention • Unusual sensory response • Anxiety

  8. Autism • What can we do in our classroom? • Use a schedule • Provide warning for transitions • Speak in concrete terms • Develop a calming strategy • Instruction should be clear, concise, and emphasize the most important information

  9. ADD/ADHD • Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) • 3-5% of school-aged children • More common in boys • ADD: • Trouble paying attention, maintaining focus, easily distracted • ADHD: • Fearlessness, risk-seeking behavior, inflexible

  10. ADD/ADHD Tips and Adaptations Structure Rules and consequences Short lessons Various teaching techniques Minimize distractions Plan and communicate transitions

  11. OCD • Obsessive Compulsive Disorder (OCD) • Obsessions: repetitive, distressing thoughts • Compulsions: tasks to neutralize obsessions • Ex: hand washing, counting, aligning, cleaning • Time consuming, distressing

  12. OCD: Tips and Adaptations Give them independence Don’t try and stop the behavior or thoughts Allow them to get the compulsion out (safety) Give them the option of going to a separate room

  13. ODD • Oppositional Defiant Disorder (ODD) • Two parts: • Aggressiveness • Purposely bother others • Easily lose their temper, argue with adults, blame others • Usually coexists with other disorders (Ex. ADHD, Tourette’s)

  14. ODD: Tips and Adaptations • Clear instructions • Clear expectations and consequences (and consistent) • Written • Positive reinforcement • Keep your cool • Pick your battles

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