Information About Our Campers

Barges

Out of my window, looking in the night

I can see the barges flickering light

Silently flows the river to the sea

And the barges too go silently

Barges, I would like to go with you

I would like to sail the ocean blue

Barges, have you treasures in your hold

Do you fight with pirates brave and bold?

Out of my window looking in the night

I can see the barges flickering light

Starboard shines green and port is glowing red

I can see them flickering far ahead

-Mt. Hood Kiwanis Camp Song

Guidelines for Communication, Teaching, Grouping and Pace

by Dr. Ann Fullerton, Professor of Special Education, Portland State University

COMMUNICATION:  Verbal and non-verbal interactions between counselors/staff and campers with disabilities.

• Familiarize yourself with the ways the camper communicates (i.e., communication board, sign language, non-verbal signals).
• Watch for nonverbal signs of understanding and communication including:  facial expressions, gestures, body movements, and vocalizations.
• Observe campers and gauge how well they understand you and your instructions. Provide opportunities for choice and independence. Do not assume that a camper is unable to identify her/his wants, needs and/or preferences. If needed, enlist the help of someone who knows the camper.
• Model communication behavior that you want group members to use (i.e., taking turns talking, raising hands before talking, speaking quietly).
• You may need to direct questions to one camper at a time.  Say the camper’s name and establish eye contact before speaking.
• Use short sentences and concrete descriptions.
• Simplify without patronizing.  Don’t sing-song or baby-talk.
• If someone is an adult, talk to them as an adult.
• Be patient and flexible when you’re having a hard time understanding a camper’s speech.  You may need some time before you can readily understand their speech — but soon you will.
• Never pretend to understand when you don’t. Ask camper to tell you or show you again.
• When asking a question, give campers ample time to respond; it may take longer than you are used to.  Let go of the need to “fill the silence” by repeating the question or saying more. Wait for a response. Give the camper time to think and respond.

TEACHING:  Leadership style and methods, instruction, and presenting program content.

• Prior to an activity, get an overview of camper’s abilities and needs, and make sure that they understand what their role will be during the activity.
• When beginning an activity, welcome and greet each group member personally.  This will help to reduce anxiety, build group cohesion, and get individuals involved.
• Introduce each activity by telling and demonstrating what the camper will be doing and learning. Summarize each activity by sharing what was just completed or learned.
• Present one idea, one concept at a time and repeat key concepts!
• When applicable, use the same instructions, rules, and procedures across activities — teach in the same way.
• Encourage learning and remembering by using a variety of senses: “See it, Say it, Do it.”
• Model the behaviors you expect of campers; don’t expect campers to “do what you say but not what you do.”
• Use visual aids as much as possible when you are teaching, such as pictures, hands- on materials, maps, samples of a “finished product,” etc.
• Before giving assistance, wait and see if the camper needs or wants help. Don’t help a camper who does not need help. Don’t do it for them.
• Always promote as much independent performance as possible. Seek ways that a camper can partially participate in a meaningful way.
• Keep instructions simple. Demonstrate as you talk. Show and describe all of the steps first.  Then repeat each step, having the camper complete each one before moving on.
• Give the camper the opportunity to practice several times until they have mastered or partially mastered a skill.
• Be aware of whether or not campers in your group read or write, and keep this in mind when you are using program materials.
• Choose one theme or idea and show or discuss examples of it across situations so that campers learn a few things well. For example: group themes such as teamwork, helping others, meeting challenges together; nature themes such as protecting nature, bird or plant identification, etc.
• Minimize distractions in the teaching situation as much as possible (i.e., people, noise).

GROUPING:  How groups of campers are organized to participate in activities.

• Maintain a small group size or break into sub-groups when possible.
• Make sure all group members can clearly see any demonstrations and visual aids. Move campers who use wheelchairs to the front.
• Assist group members to re-focus or re-orient during transitions in between activities.
• If needed, pair up more capable campers with campers needing more assistance during an activity.

PACE:  The tempo you set for a group during an activity.

• Note the “natural” pace of the group, and use it as a guide for selecting an overall pace that fits the activity and the campers. This is always a challenge — because each camper in your group will have a different “speed.”
• Be aware of camper fatigue levels. Reduce the level of physical, emotional and intellectual challenges as needed.
• Plan for and allow campers time to fully experience each activity. Do not rush campers. If needed, reduce the number of activities.
• More time may be needed when campers are handling materials, learning new skills, using communication systems, or working on cooperative tasks.
• Anticipate needing lots of time to transition between activities. Note how much time it takes and incorporate that into your planning.
• Explain changes in plans. Give campers the time they need to adjust to an activity ending and a new one beginning; or to changes (i.e., rain) in the schedule.
• Plan more time for activities requiring skill building (i.e., cooperative tasks, handling materials, making things).
• Establish and follow everyday routines in the same way each time (waking, getting dressed, etc.).

Specific Situations That May Occur

Eating Issues:  Several types

1. Eating too much
2. Disliking certain foods
3. Not eating as much as counselor would prefer

Possible Reasons

1. Low metabolic rate
2. Distracting environmental stimuli
3. Need for attention
4. Eating between meals
5. Learned behavior prior to camping experience
6. Personal preferences

Some ways to address concerns

1. Check with camp nurse
2. Give small portions and encourage each camper to try a little of everything
3. Model appropriate behavior
4. Make mealtime leisurely
5. Check between meal eating
6. Praise others in group for good eating habits
7. Wait until all others are served
8. Allow camper to eat in quiet area (i.e. back porch)

Homesickness:  Possible Reasons

1. Away from home for the first time
2. No one has shown interest or concern
3. Over-protection at home
4. Some physical ailment
5. Difficulty with structure
6. Does not understand why at camp and when they will go home

Some ways to address concerns

1. Get camper involved in camp activities immediately
2. Rapid assignment to cabins and bunks
3. Help adjust to camp routine, rules, table manners
4. Keep busy with activities they enjoy
5. Buddy system
6. Establish communication with camper

Bed wetting:  Possible Reasons

1. Physical factors
2. Nervousness or insufficient rest
3. Afraid to get out of bed at night
4. Over-consumption of liquids
5. Insufficient warmth
6. Deep sleeper

Some ways to address concerns

1. Confer with camp nurse
2. Limit fluids
3. Use restrooms before retiring
4. Keep restroom lighted
5. Take a walk 3 hours before retiring
6. Don’t ridicule — handle problem privately

The “Show-Off”:  Possible Reasons

1. Need attention
2. Cover up for another problem
3. Need to feel wanted
4. Is not challenged by activities

Some ways to address concerns

1. Do not give attention for show-off behavior
2. Show interest in and friendship for camper
3. Help camper find satisfaction in responsibility
4. Recognize appropriate/constructive Camp behavior

Stealing:  Possible Reasons

1. Underdeveloped sense of ownership and property rights
2. Striving for recognition through possessions
3. Does not have the cognitive ability to recognize “theirs” vs. “mine,” on their own

Some ways to address concerns

1. Seek to develop sense of ownership by:
2. a) Providing private area for possessions
3. b) Discouraging borrowing
4. c) Encouraging collections
5. Personal interview; seek camper’s viewpoint
6. Use other methods to help camper gain recognition
7. a) Limit situations where stealing may occur

The “Loner”:  Possible Reasons

1. An undeveloped sense of belonging
2. Negative feelings about self and/or distrust of others
3. Uncomfortable in a camp-social setting
4. Away from home for the first time
5. Fear of new experiences and new relationships
6. Has not learned social interaction skills
7. May need to reduce level of sensory and social stimulation

Some ways to address concerns

1. Always know where camper is
2. Show acceptance and friendship
3. Plan and give camper a role in group activities
4. Introduce camper to another camper she/he/they can identify with and institute a buddy system
5. Explain reasons for concern
6. a) Getting lost or injured
7. b) Taking time and energy from staff in order to find him
8. c) Describe purpose of camp
9. Praise for getting involved
10. Allow breaks from activities