Diana is learning about best practices when working with young people who have disabilities. Here are some guidelines you may be able to use in your work, family, and volunteering time.
Disabilities can be visible or invisible, related to sensory experiences (ex: autism), mental health (ex: anxiety), physical functioning (ex: blind), or intellectual functioning (ex: Down Syndrome). Because of this, as educators, volunteers, or mentors, we will not know all of the situations impacting a young people’s capabilities. There is often no reason to share. For example, a 3rd grader with ADHD participating in a 1-hour soccer practice would likely not need anything different from their peers. However, the same soccer player in a tournament may need additional behavioral support during unstructured time between games, which is when the child or parents may disclose the situation to the coach.
Just as disabilities can be temporary (ex: broken leg) or longer-term (ex: paralysis), accommodations are also situation specific. It’s important to ask respectfully about accommodations and be ready for different answers. Several people with the same diagnosis will not necessarily need or want the same accommodations, and the same person may not need the same accommodations as last time.
To lessen the stigma or embarrassment for those who regularly need significant accommodations from traditional norms, we can build in multiple options for a learning activity. For example, a teacher could invite students to go outside to swing or stay inside to journal. Both activities could stimulate reflections on the learning activity just completed. Even better, both options can work for different children in different situations. A student with anxiety, another with ADHD, and one who’s very excited about his birthday party that night after school may all benefit from a moving break outside. A kid who didn’t eat breakfast and another who really likes drawing may feel better journaling. The teacher can effectively address each student’s needs without calling attention or judging anyone’s “differentness” that day.
Positive Youth Development best practices and trauma-informed principles both indicate benefits when young people give input into how, what, where, and when something is happening. This is important as they grow in their sense of self-efficacy – especially important for young people with disabilities aiming for independence, and it helps ensure that an activity will be suited to their needs. I’d be happy to talk with you more about including youth voice in your planning and decision-making. It can be beneficial to adult and youth learning across all ability levels. For more on this topic, you can read the Wisconsin 4-H Pathways to Inclusion resource guide.
