No More Excuses
Incorporating inclusion in a day-camp setting
By Andy Pritikin
Photos: Courtesy of Liberty Lake Day Camp
In January 2002, paperwork was signed to create Liberty Lake Day Camp. With zero campers enrolled, zero staff members hired, and program materials to purchase and a looming rental bill, we administrators were like the Statue of Liberty soliciting the tired, poor, huddled masses. While most new camps capitalize on the “square peg” camper market, we quickly encountered an abundance of inquiries from the underserved, special-needs population, particularly children on the autistic spectrum. Moms called from all over, breaking down in tears as they told us how they had been repeatedly turned down by all other summer camps, that those programs would not be a good fit for their child.
So, with no particular special training, we crossed our fingers, dove into the deep end, and welcomed these children with open hearts and minds. The children were sent to us with support staff from school districts and other funding sources—and it was great. Being a part of this was cool for me; as a child of the 1970s and 1980s, I saw children with challenges separated from me in school “resource rooms” and seen only at lunch, gym class, and maybe the local supermarket. I didn’t realize the extent of inclusion that my own children had been experiencing in their schools.
I remember passing by the fishing dock during one of the first summers when I heard and saw a startling scene: a 6-foot-tall, low-functioning autistic child yelling and hitting himself. I asked his aide if everything was OK, and she responded that his mom had given strict orders that he only get a water break between periods, and to stand firm when he asked during activities, regardless of his behavior. I was promised that he would stop eventually. I walked to the dock where a few kids were casting out, waiting for fish to bite. “Jason is really freaking out over there, isn’t he?” I asked. “Yeah, he does that sometimes,” shrugged one of the young boys. The kids barely acknowledged Jason’s antics. That moment confirmed to me that times had changed, and that what we were doing at Liberty Lake was not as groundbreaking as I had thought. But it turned out that, in camping, it was.
Why Inclusion?
When I explained to my camp colleagues what I was doing, they bristled at the thought of taking on these challenging kids, citing all kinds of reasons, ranging from facilities, staffing, and the number-one reason—“the staff that comes with them, we don’t know who they are!” When I presented a session on this topic about 15 years ago, I teamed with a lawyer who told the audience, “Your days are numbered in denying these kids because if camps like Andy’s are doing it successfully, then you’ll be sued for saying that you can’t.”
I recently learned on the American Camp Association’s podcast that the Latin root of the word “camp” is “a level space,” and if that meaning is expanded to the modern use of the word, it should be our duty to create a level space in our organizations for ALL children—regardless of culture, background, or challenges. With the Centers for Disease Control noting that one of every 59 kids today is identified as being on the autistic spectrum, camps should be particularly inclusive of these children—not just camps specifically designed for this population. Read your camp’s mission statement and marketing materials, and consider that schools have been doing it for a quarter of a century now. It is time for summer camps to catch up to modern American society.
But inclusion is more than being accepting of children with needs. It is also a willingness to modify a camp program and staffing to help support these exceptional children to be successful. Yes, this a big commitment, but most camps do some of it already. The key is being intentional in how to go about it—the same way you prioritize other important facets of camp.
Intentionality
With the success of our first dozen children with special needs, word got out and the number doubled, then doubled again, and then doubled again. We realized that, in order to run a successful and large inclusion program, we had to become more organized and intentional. Receiving generous tips from our experienced friends at the JCC Camps at Medford and Round Lake Camp, we developed a model that continues to improve each year.
• The support team. You cannot simply add these children to existing bunks and rosters without the support of trained professionals, who can model best practices to regular staff members. We have a dedicated inclusion director and assistant who work part-time throughout the year, and full-time during the camp season. Supporting them is a team of special-education teachers, behaviorists, and experienced professionals who assist with the in-take process during the winter and spring, and who are part of the camp-wide support team during the summer season.
• Staff training. This strong team can help train regular staff members, most of whom likely have little special-education experience or training. Besides understanding basic diagnoses like autism, ADHD, etc., staff members need practical tools for dealing with situations like redirecting campers, de-escalating conflicts, basic communication, and leadership tools for kids with processing issues, and knowing when to ask for help. Having these tools empowers staff members to be proactive instead of reactive to non-typical behaviors. By the way, we know these tools are important for the staff of ANY campers (especially younger ones)!
Staff members must learn how to be discreet with these children—like NOT mentioning their diagnoses or issues but simply addressing their needs in a professional manner. This is not easy—it took a while for me. Front-line staff and middle management can be very loose with their language in addressing these children, as in “that autistic kid,” or “don’t worry, he’s got ADHD.” A culture must be built that is led by example.
• The in-take process. Families fill out an application to register for camp—with the operative word being “application.” Campers should not be automatically enrolled just because they fill out a form and pay. Modify the registration application process to provide easy ways (or traps) for parents to be forthcoming and honest about their children. Our application asks if a child has an Individualized Education Program (IEP) or 504 plan at school. If the parent checks “yes,” a new section of the application opens up with mandatory questions, and these children are immediately directed to the attention of the inclusion team.
From there, the team decides if further information-gathering is needed. Phone calls and emails are made. The school is contacted, and we may request a copy of the IEP and have the classroom teacher fill out a questionnaire to determine the child’s behaviors in a group setting—a helpful perspective when deciding on the ability of a child to be included in Color War and other all-camp activities. Then, if deemed necessary (erring on the side of caution), an intake meeting is set up with the family. At the meeting, if possible, we see how he/she communicates and reacts to staff members AWAY from the parents. We take lots of notes, have discussions, and decide if the child can have a successful experience at Liberty Lake, and what level of support it would take to make that happen.
Support Staff Members
Levels of support range from a high school counselor who helps make sure a high-functioning camper gets from place to place to an experienced special-education teacher or behaviorist who is able to work with and control more extreme behaviors. We hire many of these support staff members, while others are provided by schools and third-party agencies. Extra training takes place for the younger staff members, who are usually familiar with camp but need basic special-education training tools. The experienced inclusion staff members are accustomed to working in a school setting, but need training as to what this “camp thing” is all about, which can be eye-opening. Inclusion staff members need a firm understanding of their expectations, and an understanding of each child. In general, staff members act as a “safety net” for their assigned campers, while appearing to be a part of the regular staff. They wear staff shirts with name tags, attend trainings and social events, and adhere to the same rules as the other staff members. Most campers view and interact with them as if they were regular counselors. They just happen to have the same schedule as one of the kids in the group. They make sure that their child is on the radar screen at all times—sometimes an arm’s length away, sometimes 50 feet away, but always within sight.
Summer Success Plans
The inclusion team constructs a thorough and descriptive “summer success plan” that is agreed upon by the parents prior to the camper attending, so everyone is on the same page regarding expectations. Division/unit leaders, inclusion counselors, and regular counselors are given a support sheet each week that defines the type of support needed, potential triggers, and tools for success—all without clinical diagnoses, worded for the layman in practical terms like “hates loud noises” and “needs to be reminded to go to the bathroom.”
Activity leaders are supported by their program director as to how activities can be modified for specific campers for that week, such as larger paintbrushes, smaller balls, more individual attention, eye contact, hand-eye-coordination help, etc. Staff members embrace the challenge, reveling in the opportunity in providing a magical camp environment for kids. Every week, we teach autistic children how to ride bikes, challenge themselves on the high-ropes course, and most everything that other kids do.
Synergizing With Schools, The State, Etc.
In New Jersey and many other states, extended-year programs (ESY) are provided for children needing additional support. These programs do not span the entire summer, though, so families need something for their kids to do for the remaining time. Some smaller school districts cannot afford their own ESY programs, and would rather pay camp tuition than transport children and pay more expensive fees to another school district. Many special-education administrators understand the social and adaptive skills that are uniquely presented in a summer-camp environment and with the right explanation can convince school administrations to choose your summer program.
The autistic community has a strong lobbying arm as well, and in many states there is money set aside to subsidize summer-learning experiences and extra staff support for these children. While red tape is annoying and frustrating, it can pay off for those who choose this path and be a truly inclusive camp community. There are also numerous local, state, and national non-profit organizations that may be willing to partner with your organization.
Benefits For All
The dirty little secret that some camp colleagues reveal to me is that they avoid true inclusion at camp for fear that these kids may negatively impact the experience of regular campers, which may impact their business negatively. That may have been the case in 1978, but not in today’s world. Every summer we receive “thank you notes” and emails from the parents of typical campers telling us how the inclusion camper in their group provided a unique and amazing opportunity for their child to learn and experience empathy and kindness at the highest levels. Humans are naturally wired to be kind, caring souls, and thus inclusion benefits all—providing opportunities for campers and staff members to open their hearts even more than they ever thought they could. You know what I’m talking about—you wouldn’t be a true youth-development professional if you didn’t.
Working with inclusion campers provides a unique satisfaction for staff members. Many of these kids spend 99 percent of their lives indoors, staring at screens, growing frustrated by their limitations as they get older and more self-aware. They need camp more than anyone, and they count down the days to the summer with fervor. No more excuses—it’s past time to give these kids a real camp experience.
Andy Pritikin is the Owner/Director of Liberty Lake Day Camp in Mansfield Township, N.J. He is also the Past President of ACA NY/NJ. Reach him at andy@libertylakedaycamp.com.