Let’s Go / Let’s Grow: Inclusive 4-H Including Youth with Disabilities

Including Youth with Disabilities Disability Awareness and Strategies for Success In this presentation, we will: Discuss how involving youth with disabilities fits with the mission of 4-H Define disabilities Explore disabilities 4-H members might have Learn tips and strategies for working with disabled youth

Including Youth with Disabilities Why is it Important? The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 are federal antidiscrimination statutes designed to ensure equal access to opportunities and benefits for qualified individuals with disabilities. The acts seek to remove barriers preventing qualified people with disabilities from enjoying the same programs and employment opportunities, independent living and economic self-sufficiency enjoyed by those without disabilities. So…..it’s the law but more importantly, it’s the right thing to do.

Including Youth with Disabilities Young People with Disabilities and the 4-H Mission “To Make the Best Better” is the national motto of the 4-H program. All youth can benefit from this approach The 4-H mission is to create an environment for positive youth development and enhance life skill development So, rather than “Us4 and No More” – it should be “4-H 4 All”

Including Youth with Disabilities What Does this Mean for Youth with Special Needs? All youth need opportunities to be involved in activities unique to their own talents and interests. 4-H can be an empowering pathway for youth with disabilities and their families to receive what they want and need: the opportunity to be involved make friendships gain life skills.

Including Youth with Disabilities What is a Disability? A disability is defined as a physical or mental impairment that substantially limits one or more major life activities such as seeing, hearing, dressing, feeding, learning, and playing. It’s important to note that while youth may have impairment in one area, they may also have exceptional talent in another.

Including Youth with Disabilities What Disabilities Might Youth Have? ADDAD/HDAsthma AutismCerebral PalsyCystic Fibrosis DiabetesDown’s SyndromeDyslexia EpilepsyHearing ImpairmentsMuscular Dystrophy Speech & Hearing DisordersSpina Bifida Spinal Cord InjuriesTourette SyndromeVisual Impairment

Including Youth with Disabilities When Preparing to Work with All Youth: Include an appropriate statement for accommodation requests in all media promoting every event and activity. If you need any type of accommodation to participate in this program or have questions about the physical access provided, please contact __________(list name and phone number of the local program office and program contact) by ____________ (include a deadline at least 2 weeks prior to the program or event). If a request is made – the Extension office will follow the Texas A&M AgriLife Extension Service 4-H Program Accessibility Guidelines for Persons with Disabilities

Including Youth with Disabilities When Working with Youth with Disabilities: If a parent or guardian requests an accommodation, ask her or him what they feel would help the child to be successful? Offer a reasonable accommodation that promotes a positive experience for the child but does not cause an undue hardship for Extension or pose a direct threat to the safety of the participant or others. Consider each case individually. Allow a caregiver, sibling or older teen 4-Her or volunteer to provide assistance and consider adjusting or eliminating the cost for registration, meals or lodging. This is often less of a burden than 24/7 assistance from a professional provider. Requests for assistance with a high cost trip such as National 4-H Congress should be discussed with the State 4-H leader before any decisions are made.

Including Youth with Disabilities When Working with Youth with Disabilities: Create an environment in which all members feel accepted and secure. Include members with disabilities by accepting them as young people who have the same needs, interests, and challenges as other youth. Learn about the child’s disability to better understand their abilities and limitations. Remember each person has a chronological, emotional and social age, and a given level of physical development and capability. He/she may be functioning differently in each.

Including Youth with Disabilities When Working with Youth with Disabilities: Use people first language – Say “the person/child with a disability” not “the disabled child.” He/she has a cognitive disability not He is mentally challenged He/she has Down’s syndrome not He/she’s a Down’s child He/she is a child who needs assistance not He/she is a special needs child He/she uses a wheelchair not He/she is wheelchair bound

Including Youth with Disabilities When Working with Youth with Disabilities: Assess the physical environment and make adaptations as needed. Consider each accommodation on a case by case basis. Ask what help is needed rather than assuming the person needs assistance. Make reasonable accommodations but do not let the disabled youth be the center of attention or provide him/her with unnecessary privileges. Encourage full participation in all activities.

Including Youth with Disabilities When Working with Youth with Disabilities: Prepare other youth to work cooperatively with the young person with a disability. Help a youth with a disability help him/herself. This will lead to increased independence. Ask participants with disabilities what they would like to do. Recognize that young people with disabilities can help you concentrate on their abilities, not their disabilities. Help the young person set realistic goals and standards promoting self-satisfaction and realistic achievements.

When Working with Youth with Disabilities:  Talk to the child’s parent(s) or teachers. They can often provide you with hints concerning the child’s abilities and suggest techniques for communication and behavior management. Note: due to federal laws, teachers may or may not feel comfortable sharing.  Center activities on normal behaviors of the age group.  Use activities that foster cooperation rather than competition.  Alternate between quiet and action oriented activities to avoid over stimulation. Including Youth with Disabilities

When Working with Youth with Disabilities: Be firm and use behavioral modification techniques when needed, but also be quick to praise. Break tasks down and honor requests for additional direction or guidance. Encourage physical activities but allow multiple ways to be involved and engaged. Be aware of any medications being used and their side effects.

Children may not listen, but they are very good at imitating! Laura Bush Others will Model Your Response

Including Youth with Disabilities Questions, comments or concerns? Please contact: Jill Martz, Extension Specialist 4-H Youth Development: Inclusion

Lets Go / Lets Grow: Inclusive 4-H Questions, comments or concerns? Please contact: Jill Martz, Extension Specialist – 4-H Youth Development: Inclusion

Inclusive 4-H

AD/HD Called Attention-Deficit/Hyperactivity Disorder, AD/HD is a neurological developmental disability characterized by inattentiveness, impulsivity and hyperactivity. While the exact cause of AD/HD remains unknown, it appears that it may have genetic ties. It is also thought that a chemical imbalance or deficiency of neurotransmitters in the brain may cause the disorder

Asthma Causes the airways to become blocked or narrowed when exposed to a trigger. When the airways come into contact with a trigger they become inflamed and the related muscles tighten up, causing the narrowing of the airways. Triggers can include exposure to cold air, exercise, viral infections, smoke, or allergens.

Autism Is characterized by problems in developing appropriate social, communicative, and behavioral skills. Autism is more common in males than females. It was a wide range of severity. One person may blend into society with only a few communication or social-interaction problems. Another may not have the skills to communicate at all.

Cerebral Palsy Is a brain abnormality that results from abnormal development or damage to the brain before, during, or shortly after birth. It is a multiple handi- capping condition that includes problems with balance, speech, and overall motor function. Learning disabilities are present in some individuals, as is mild to severe delays in mental development. About half of those with cerebral palsy experience seizures.

Cystic Fibrosis A genetic disease that causes the body to produce thick mucus, which then clogs the lungs. This disease can lead to potentially deadly lung infections. Cystic fibrosis is a recessive genetic disease. In order to have cystic fibrosis, a person needs to inherit a recessive cystic fibrosis gene from each parent.

Diabetes A disease in which the pancreas does not produce insulin, or the body does not effectively use the insulin produced. Insulin is the hormone needed to convert sugars into energy. Complications of diabetes can be life threatening when blood sugar goes either too low or too high.

Down’s Syndrome A genetic birth defect that causes delays in physical and mental development. Down’s syndrome is caused by an error in cell division that occurs at conception. There is increased risk of giving birth to a child with Down’s syndrome as the age of the mother increases. Children with Down’s syndrome complete most developmental tasks but do so a later age than children without Down’s syndrome.

Dyslexia Is a learning disability that causes problems with reading, writing, and spelling. In a person who is dyslexic, the right hemisphere of the brain is used to process reading as compared to the typical left. The cause is unknown, but there is a genetic link in families. Other factors that may contribute to dyslexia include environment, education, and child- rearing.

Epilepsy A brain disorder in which electrical signals are disrupted. This disruption leads to seizures. Seizures may range from brief changes in a person’s body movement or awareness to violent convulsions. In many cases, the cause is unknown; but some epilepsy cases may be caused from head injuries, meningitis, brain tumors, stroke and other degenerative brain diseases.

Hearing Impairments Hearing impairment is the loss or absence of the ability to hear some or all sounds. There are three classifications of hearing loss. Conductive Hearing Loss – sound waves are blocked from traveling through the middle ear. Sensorineural Hearing Loss – caused by damage in the inner ear to the hair cells and/or nerve fibers. Central Hearing Loss – occurs when there is damage to the hearing pathway to the brain.

Muscular Dystrophy A genetic disease caused by alterations on specific genes. These alterations create little or no production of proteins that maintain muscles. This causes the weakening and degeneration. It is an inherited disease that is passed on genetically from parents to children. However, one can be a carrier and not actually have muscular dystrophy. There is no cure for muscular dystrophy, but genetic testing can be done to determine if one is a carrier.

Speech & Hearing Disorders Speech disorders refer to difficulties producing sounds or problems with voice quality. Language disorders refer to impairment in the ability to understand and/or use words in context, either verbally, nonverbally, or both. These disorders range in severity from sound substitutions to the inability to comprehend or use language.

Spina Bifida Spina bifida literally means “split spine.” It is a neural tube defect occurring during the first month of pregnancy in which the spinal column does not completely close. Damage to the spinal cord can occur because of this. The exact cause of spina bifida is unknown. However, low levels of folic acid intake before and during pregnancy are related to a higher incidence of spina bifida.

Spinal Cord Injuries A spinal cord injury results when the spinal cord is cut, damaged, or pinched. When a spinal cord is injured, a loss of some or all functions of mobility and/or feeling occur in some part of the body. This is also known as paralysis. The extent to how a spinal cord injury will affect the body depends on where the injury is on the spinal cord. Generally, the higher on the spinal cord the more extensive the injury will be.

Tourette Syndrome A neurological disorder causing “tics”. The tics usually occur as facial or body tics. Verbal tics are much less common but are the most commonly noticed by others. Tourette Syndrome is inherited by a dominant gene, but having the gene does not mean the person will exhibit Tourette Syndrome. It is thought that this gene creates an abnormal metabolism of the brain.

Visual Impairment Refers to severe or complete loss of vision. People are considered to be legally blind if they have visual acuity of 20/200 or more, and /or they have a field of vision that is 20 degrees or less in the better eye. Severe visual impairment is defined as visual acuity between 20/70 and 20/200 and/or a field of vision of 30 degrees or less. Visual impairment can be either congenital or acquired.

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