Step Up to the Plate and Challenge Recreation Programs to be Welcoming to All

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The following article is a feature article on seeking all-welcoming recreation programs from the Summer 2013 Making a Difference magazine. Click here to read the entire magazine.

Step Up to the Plate and Challenge Recreation Programs to be Welcoming to All
By Alison Heinz Stephens

Thirteen-year-old Angad Sahgal has his eye on the prize. The teen will test for his brown belt at the Tommy Cho Martial Arts studio in Marietta in just a few days. To keep himself motivated, Angad focuses on a photograph Master Cho keeps in the studio. It is an image of Angad performing a beautiful and difficult kick. It reminds him that he can do it.

Angad has Down syndrome and he trains, practices and tests alongside his peers without disabilities at the karate studio each week. There is no special treatment for him, a policy both his mother, Aarti Sahgal, and Master Cho feel strongly about.

Programs that do not separate kids with disabilities from kids without disabilities can be beneficial to everyone involved once the right activity is found for each individual and parents and program leaders work together.

Reaching out and approaching an organization that doesn't make a point to advertise programs specifically geared for disabilities can be daunting. But what many parents and advocates are discovering is that a warm reception is more likely to be the norm rather than the exception.

George Martin, president of the Arcadia Institute in Kalamazoo, MI, has much first-hand experience approaching organizations about inclusive programs through the Institute's Community Participation Initiative.

"We have worked with 300 plus individuals on a personal basis and about 80 different community organizations and agencies," said Martin. "Only a few have resisted."

The Arcadia Institute's mission is to make it possible for people with disabilities to be welcomed and supported in their community. They created the Community Participation Initiative to provide agencies and individuals with any assistance they might need in order to offer activities that are open to all citizens.

"When you segregate, you take away choices," explains Martin. "We believe and understand that people with disabilities are part of the community. They belong there. They make great teachers and role models, but segregated programs send the message that setting them apart is the way it should be."

The Arcadia Institute has successfully partnered with the Kalamazoo Nature Center (KNC) camp in their efforts to include children with disabilities. Jennifer Metz, camp director, said her program is not run any differently than other camps.

"It really just requires flexibility," she said. "Most everybody, once they get used to the fact that they're not in the little compartmentalized world, can really thrive."

The KNC campers are learning life lessons from both each other and the staff.

"A kid who comes to us is exposed to the idea that everyone is welcomed and valued. If you can follow the general rules and everyone is safe, then everyone can be here."

Metz notes the campers come from a wide variety of ethnic, financial and cultural backgrounds, which means every participant, with or without a disability, has moments of feeling different from his or her peers.

"None of that matters here and our staff members are excellent role models by demonstrating appropriate ways to deal with other people."

Although Georgia does not have a standout program comparable to the Arcadia Institute, there are still organizations that welcome people with disabilities and support their participation in their programs.

In Atlanta, Rob Sayer, founder of The Music Class musical education program that promotes early childhood introduction to music through 45-minute classes involving singing, dancing and instrument play, actively seeks students with disabilities to join.

"We have offered inclusive classes for over 15 years," said Sayer. After a colleague at the Marcus Institute introduced him to the value of welcoming all children and how to work with children with disabilities,

"We never looked back," he explains. Including children with disabilities turned out to be such a positive experience that The Music Class now works with family service coordinators to offer scholarships to approximately 50 children with disabilities each year. They work with each family individually to determine if The Music Class is a good match. "Our goal is to communicate openly and often with parents to make sure their child's individual needs are being met," he says.

The program offers mixed age classes and there are no specific expectations, which lends itself to a very comfortable and supportive environment for all children. The physical, language and social aspects of music can often be a great motivator for children with disabilities. One parent, whose child participated in the program and has Down syndrome says, "Music helped her feel more normal as she saw she could do what others were doing, and the interaction with other children is so good for her."

"All are welcome and interact and progress at their own level, so there's not a significant divide between the children with disabilities and those without" says Sayer. "As long as they're safe and happy, a policy that applies to every child, then we want them here."

But, how can parents find programs and activities that are welcoming to their child? Just ask.

"Parents should not be afraid to call us up and ask, 'What can we do to get my child involved and make this a successful experience?,'" says Bobby Harris, camp director of the Union for Reform Judaism (URJ) Camp Coleman, an overnight camp in Cleveland, GA that welcomes children of all abilities and offers an inclusive program and coordinator to help make a match for a successful partnership for everyone.

"There is no point in holding back information about your child because the more we know, the more we can prepare for challenging situations and make accommodations to create a positive camp experience," he says.

The URJ Camp Coleman has been using an all-welcoming approach to get children of all abilities involved in the Coleman community since about 2004. They do a lot of planning and preparing ahead of time with individuals with disabilities and their families to figure out their needs and the best practices to employ that allow the individual to participate in all of the camp activities.

"A person should feel welcomed regardless of where they come from or what they can or can't do," explains Harris. "Sometimes we need to make adjustments, such as have a kid come up and visit camp early to gain a first-hand experience of what a typical camp day would look like, or partner another camper to go around with an individual.

We understand that each individual has their own unique needs and we try to make a successful partnership as much as possible."

It's always important for parents to form relationships with the leaders and instructors who work with their children, but it is especially important for families of children with disabilities. Approach the organization with the assumption that your child will be welcomed. Chances are they will be.

Angad's mom Aarti has seen many doors open for her son just as soon as she was willing to walk through them.

"I had heard negative things from another parent about the YMCA's programs not being inclusive. But finally I went there myself and was pleasantly surprised," she said. "I told them, 'This is my son, Angad. Can you find him a team that is not super competitive with a good coach who can work with Angad?' That is all I had to say."

Angad's coach, Steve Hartman, said he wanted to prepare the other players for welcoming and playing alongside a teammate with a disability. "That first season at practice, we had a quick discussion about being respectful and letting Angad participate fully," he said.

It was a speech Hartman only made once. "I learned it wasn't necessary. The kids didn't need to hear it. He's a part of the team, he's running laps and doing drills and that is that."

Angad's team thrived, even winning three championships.

Hartman has not had any special training. "I felt like if there was a problem I could have reached out to other people at the Y, but it has not been an issue so far."

There was a special needs soccer program, which Angad enjoyed, but he wasn't being particularly challenged. Playing on coach Hartman's team, Angad has fun but also knows what it feels like to experience a disappointing loss after a hard-fought match.

"These are the same life lessons every other kid is learning," said Hartman. "There is not going to be a community created just for them when they are older, so why put them in a special needs program now? It leads to isolation," says Aarti.

"Although parents have good intentions, they can take away their child's chance to take risks," she said. "I think there can be too much structure for children with disabilities."

She said she does worry that Angad will struggle sometimes among his peers without disabilities, but that is okay.

"Hartman encourages parents to keep an open dialogue with the coach. Also, know when to hand things over to the person in charge. "Hang out for the first part or first couple of practices but then leave. You need to transition your presence and leave just like all the other parents. Be supportive but not stifling."

Another piece of advice for parents – know when to move on and walk away. Although a welcoming attitude and willingness to work together is common, there is always a chance of resistance.

The first time Aarti enrolled Angad in a karate class, she was told they would charge her more due to his disability. Her older son was already enrolled at that particular studio and she quickly decided to pull him out.

"It's not worth it," she said. "Focus on the good things. There are a lot of welcoming people out there, so let's focus on them."

Cheri Pace, mother of a son with autism, said that in order to have him embraced by nonsegregated organizations, she had to change her way of thinking.

"I've struggled," she said. "I used to have a tendency to put the disability first. I had to hang that up and really critically look at what I was doing because I was creating more isolation in his life."

Pace said her own experience has taught her that training and experience specific to working with children with disabilities is not always necessary. Her son, his coaches and teammates are capable of working together and figuring things out as they go along.

"Don't let fears get in the way and prevent you from signing up," she said. "People are a lot more creative and resourceful than we give them credit for."

And, don't turn away from places and organizations that do not advertise inclusive policies. As she explains, "In my experience, once a program uses the word 'inclusive,' it becomes non-inclusive. It's going to make it hard to attract parents of children without disabilities."

Parents need to be aware that it's often necessary to blaze a trail all on their own. Pace admits changing minds can be tough, especially since so many professionals have been brought up in a culture of segregation.

"Maybe people will come along and maybe they won't," she said. "The goal is to use what we already have in the community instead of creating new programs. I believe the right people will come."

Even some disability advocates are slow to warm to the concept of recreation that brings everyone together. Martin advises that parents need to be prepared to provide information, encouragement, and sometimes, a push. He suggests organizing with other parents if need be.

The fight is worth it, stresses Martin. "We see a spin-off effect," he said. "One good experience leads to other good experiences and we can guide these kids to another level of involvement."

In some cases, people with disabilities turn into their own advocates.

No matter what activity or sport is pursued, it's important to remember that all parents want the same things for their kids – to build a sense of community.

What Should You Do to Get Your Child Involved?

While many organizations and programs are receptive to including children from all types of backgrounds and abilities, parents are often unsure how to begin the process. Below are some great starting tips to keep in mind when approaching a program for your child with a disability.

  • Start with your child's interests and let them guide you to the camp/sport/lesson/activity of his or her choice. It needs to be their decision.
  • Be open-minded. Approach the group with the assumption that your child will be welcomed and treated respectfully and equally. Remember that just because they don't advertise a policy of inclusiveness, doesn't mean they are not willing to work with your child and make accommodations.
  • Understand that there may be issues but that you can work through them. Communication is key.
  • Be prepared. Issues will be much easier to resolve when the staff/coaches are prepped ahead of time. If your child has known triggers, sensitivities, strong preferences or dislikes, then you need the instructors to be aware of them. It's likely the program will have paperwork for parents to complete ahead of time, but it may be necessary for you to supplement that with a few lists of your own. Some things to consider could include:
    • Food allergies and sensitivities
    • Medications
    • Issues with transition, loud noises or personal space
    • Physical limitations
    • Any prior recreational experiences that impacted your child – positive or negative
    • Suggestions for how to calm or comfort your child if he or she becomes agitated or upset
  • Be aware that the people working with your child may not necessarily have extensive training or experience dealing with disabilities, but that does not mean they are not up to the task. Be a resource for them, but be prepared to step aside and let them figure things out too. Remember, the goal is to have your child be included – not to highlight the disability.
  • Be mindful of the fact that your child may struggle. Feeling anxious or discouraged at times is something ALL children are likely to experience when trying a new activity.
  • Know when to move on. In some cases the program or activity is not going to turn out to be the right fit. But keep searching. The goal is to find and encourage your child's special gifts and talents while fostering a sense of community.
  • Focus on the positives. Dwelling on a negative experience can lead your child toward feelings of isolation.
  • Enlist the help of a support network. Partnering with other parents can produce powerful results.
  • If you want your child to be treated like the other children, then you must behave like the other parents. For example, once you get to know the coach, leave if other parents leave. Don't hang around at practice if most of the other parents drop off and pick up their kids.
  • Be flexible. The coach/leader/instructor may do things differently than you would. Give it a chance and see if your child is able to adapt and follow along like his or her peers.
  • Remember that tomorrow is another day. If today's soccer practice was a disaster, take a deep breath and try again. A bad day doesn't spell the end of your child's soccer career.
  • Have fun!

Accessibility is Not Just for Recreation Programs

While kids are out of school and many programs are in the off-season, there are many activities accessible to all in Georgia to keep busy including:

  • Atlanta Botanical Gardens – The garden's winding paths and exhibits are nearly all wheelchair accessible. Wheelchairs are available on a first-come basis and electric mobility scooters are available for rent.
  • Chestatee Wildlife Preserve – The exotic animal rescue and wildlife preserve in north Georgia is home to white Siberian tigers, African lions, grizzly bears and other
  • exotic and endangered species. The zoo's pathways are "natural" but the staff will happily assist wheelchair users, if necessary, although most people have no problems. Contact the staff ahead of time for any accommodations.
  • Georgia Aquarium – The aquarium is wheelchair accessible with wheelchair emblems on the floor at designated exhibits for unblocked access to the windows. Several of the touch pools have special wheelchair access and staff members can provide wheelchair guests with a personal experience touching the animals. A visual script of the cell phone and iPod tours is available for guests with hearing impairments. For guests with visual impairments, tactile elements are included at the education stations in each gallery and staff are located throughout the galleries to give detailed descriptions of the exhibits and help with hands on experiences at the touch pool. Additionally, the aquarium offers a downloadable picture book aimed at helping children with autism prepare for their aquarium experience.
  • Georgia Sports Hall of Fame and Museum – The museum houses more than 3,000 artifacts. The state-of-the-art facility is ADA compliant and accessible to everyone. Kids will enjoy the hands on action at the replica football field, basketball courts and racecar.
  • High Museum - All buildings, galleries and restrooms at the High Museum of Art are wheelchair accessible. Additionally, the High Museum of Art offers guided tours to groups with sight, hearing or physical disabilities.
  • Imagine It! The Children's Museum of Atlanta – Filled with interactive exhibits aimed at children ages eight and younger, the museum is all on one level and is wheelchair accessible.
  • Inside CNN Studio Tour – Elevator-assisted tours are available but advance reservations are recommended. Contact CNN ahead of time for assistance for guests with visual or hearing impairments. Sign language interpreters are also available.
  • LEGOLAND Discovery Center – Located inside Phipps Plaza mall, the newlyopened LEGOLAND was designed to accommodate full wheelchair access.
  • Tellus Science Museum – The huge, interactive museum takes at least three hours to tour. Visitors will enjoy four permanent galleries (the fossil gallery is especially captivating with a life-sized Tyrannosaurus rex), a digital planetarium, café and solar house. Save time at the end to dig for fossils and pan for gems. The museum and exhibits are wheelchair accessible.
  • Turner Field – The Braves baseball venue offers accessible parking, elevators, courtesy rides, wheelchair seating, restrooms, lowered concession counters and drinking fountains and specific ticket purchasing assistance.
  • World of Coca Cola – World of Coca Cola Ambassadors are available throughout the attraction to assist guests with special needs. In addition, the building and the parking garage are fully ADA compliant and accessible. Handheld text and audio devices are also available.
  • Zoo Atlanta – The zoo entrance is curb accessible and wheelchairs are available for rent for anyone needing walking assistance.