Can camps be successfully integrated?

Research about integration at summer camps was recently conducted in Ontario, Canada. The study surveyed camps that endorse the principles of full inclusion and believe that all children benefit from camp programs. Five camps were selected for interviews. Three were YMCA camps, and two were church camps. Each camp integrated three to four children with disabilities into each session throughout the summer. Three of the camps also integrated young adults into the roles of CITs or support staff. In addition to the one week of typical precamp training, all camp staff received an additional day of training on disabilities, health and safety issues related to working with people with disabilities, and the concept of integration.

The researcher collected data through formal interviews, counselors' journals, and camper report forms. At each camp the director and one counselor were interviewed separately. Questions were developed to examine support systems and attitudes about integration of children with disabilities into camp.

In their interviews, directors expressed enthusiasm about integration and spoke highly of the attitudes and capabilities of their staff. The directors perceived that the need for open and trusting staff communication was critical for successful integration; staff must know they have a support system. Many directors noted that hiring the right counselors was a necessity. The researchers found that an attitude of teamwork permeated the camps in the study. All staff were expected to accept responsibility for all campers, which resulted in a sense of caring and community.

In their interviews, counselors, who were selected based on objective criteria, indicated that they had no previous experience with children with disabilities. Thus they expressed mixed feelings of apprehension and anticipation. Counselors reported that precamp training and talking with resource people were important in their preparation to work with integrated campers. They had received profiles of the children prior to camp and found these to be extremely helpful in their attitude and confidence when working with the disabled campers. The profiles provided an opportunity for the staff to ask questions and seek advice from camp resource people before meeting the children. Peer support and coaching between counselors were also viewed as important.

All counselors saw their experiences as a tremendous learning opportunity. Non-disabled campers also benefitted as the exposure to the integrated campers made them more accepting and open.

Implications for camp

Many camps work with disabled youth; however, few are truly integrated. This research shows that integration can be done successfully. Preparing staff for integration appears to be the most critical element in effective integration. Intensive precamp preparation and on-going peer support and coaching during camp were hallmarks of these successful programs.

All camps, staff, and campers would likely benefit from integration practices. The understanding, compassion, and attitudes of children and adults have been shown to be positive in most integrated camp settings. Perhaps being exposed to information about camps that are successful in their integration efforts will empower other camps to look into and begin this type of programming.

Bogle, C. (1996). Attitudes of camp counselors and camp directors toward integration practices at summer camp, Journal of Leisurability, 23(2), 32-39.

Deb Jordan, Re.D., is an associate professor of leisure studies at Oklahoma State University. Send your letters and one-page summaries of research related to camp to: Research Notes, c/o Dr. Deb Jordan, Leisure Studies, 107 Colvin Center, Oklahoma State University, Stillwater, OK 74078. Note: Only research completed within the past two years will be considered for review.