This article is reprinted with permission from the National Center for Technology Innovation, (NCTI), which produces content to help educate people with disabilities. NCTI’s material does not address traumatic brain injury specifically; however, it can be applicable and useful for people with brain injury.
The Individuals with Disabilities Improvement Act (IDEA 2004) mandates that supplemental services and assistive technology be provided when necessary to students who receive special education services. While the benefits of such supports can be used to meet the academic needs of students with disabilities, supplemental services can also contribute to the social needs of students in activities outside the regular school day. NCTI has suggestions for how assistive and accessible technologies and other supplemental services can help make activities more inclusive for students with special needs.
Participation in extracurricular activities can have an array of social benefits for students.1 This is especially important for students with learning disabilities, as research has demonstrated that this population of students holds positions of lower social status than their non-disabled peers.2 Fortunately, the rate at which students with special needs participate in extra curricular activities is on the rise. Participation in such activities provides students with the chance to assume leadership responsibilities and demonstrate talents that may not be apparent in traditional classroom settings.3
It is critical that education professionals keep pace with students' desire to be involved with extracurricular activities by making certain that they have access to the necessary assistive and adaptive technology and other supplemental services. This is important not only because such resources are often necessary for students to be successful, but also because federal legislation mandates that students with disabilities have access to after school programs that take place on school grounds. Because many staff members and volunteers involved with after school activities are outside of the field of special education, it is imperative that they are informed of students' abilities and needs, as well as strategies, assistive and adaptive technologies, and other supplemental services that can help address their needs while capitalizing on their strengths.
Students' interests rather than their needs should guide their decision for selecting extracurricular activities. However, it is inevitable that many students with special needs will be unable to participate in every activity that is of interest to them, just as it is the case for their non-disabled peers. With that said, consider the following popular extracurricular activities and how technology, other supplemental services, and creative and collaborative planning can be used to help foster participation in activities for students with special needs.
Students with a desire to perform in live theater can rely on strategies that they use in their academic classes to memorize facts when learning lines. For example, students may need to learn their lines audibly with tapes or screen readers. Students who have a difficult time adhering to a strict script (ex., traditional Shakespeare performances) may want to consider performances with a more flexible script, or try their hand at improvisational performances. Students with impairments that make navigation and mobility challenging may want to work with a mobility and orientation specialist during rehearsals, or may consider pursuing roles that require limited movement. When planning trips to live performances, call ahead to find venues that offer descriptive video, closed captioning, and sign language interpreters should be explored.
An array of devices is available for students who require assistance reading and playing music. For example, print notation can be scanned, edited, and converted into equivalent Braille notation with a Braille music translator for students with visual impairments. Students with physical impairments can play instruments modified with mechanical supports. If the local school is unable to provide equipment, inquire about accommodations at the district level. It is possible that district specialists have creative solutions and resources to make participation possible.
Students who have print-related disabilities or special needs may be able to participate more easily in book clubs that include titles which are available in alternate formats. Since the book club facilitator may be unaware of this option, she or he may want to refer to the Recording for the Blind and Dyslexic for a list of age and content appropriate books that are also easily available in an alternate format. Not only will students benefit from enhanced literacy skills, book discussions can help to foster social, communication, and analytical skills.
Many students with special needs seek to enhance their talents through academic activities after school. Students who have difficulty with print-based materials and enjoy debate or trivia games can use screen readers to research topics on the Internet. Students who like to explore particular content areas such as history or geography can participate in Webquest activities with the help of screen-readers. Webquest activities or Internet scavenger hunts are also excellent opportunities to introduce students who have difficulty with print-based materials to new screen-reading assistive technology devices.
Athletics and other physical activities
There are a number of strategies to boost involvement in athletics. For example, a teacher consultant can work with students who have learning difficulties and are involved in team sports to implement strategies that will aid in understanding and executing plays. There are organized athletic events for wheelchair users such as basketball and cycling competition. Students with visual impairments might enjoy long distance running events and skiing activities with the help of a guide. Students with mental disabilities can participate in their local Special Olympic activities. For younger children, playground manufacturers now produce equipment that is appropriate for students with special needs. If your school has not already done so, suggest that they consider investing in this.
These suggestions are not intended to represent the realm of activities in which students with special needs can participate. Rather, they serve as a starting point for considering how students can become more involved. What's important is that students with special needs do not feel as though their daily activities must end with the last bell of the day. Given the proper support, students with special needs can participate in a variety of activities outside of regular school hours with their peers.
Organizations with resources to help you advocate for inclusive activities
Recreational resources focusing on participants with special needs
- America's Athletes with Disabilities: America 's Athletes with Disabilities aims to promote the growth and development of sports, recreation, leisure, health, and fitness activities for persons with physical disabilities, with an emphasis on programs and services for children.
- Family Village Adaptive Playground Equipment: Family Village is a global community that integrates information, resources, and communication opportunities on the Internet to support persons with cognitive and other disabilities. The organization's Web site offers a page with links to articles and Web sites that provide information about adaptive playground equipment.
- National Federation for the Blind – Technology List: The National Federation of the Blind (NFB) is a consumer and advocacy organization for persons who are blind. The organization's Web site offers a page with information about technology, some of which can be used to make music accessible for musicians who are blind.
- Recording for the Blind & Dyslexic: Recording for the Blind & Dyslexic is the nation's educational library serving people who cannot effectively read standard print due to visual impairment, dyslexia, or other physical disability.
- WebQuest News: Since 1996, San Diego State University has maintained a database of sample WebQuests. This database is kept up to date and users can search for any string of characters in the Title, Description, Author name or URL.
- Eccles, J. S. & Barber, B. L. (1999) . " Student council, volunteering, basketball, or marching band: What kind of extracurricular participation matters?" Journal of Adolescent Research, 14(1): 10-43.
- Conderman, G. (1995) . "Social Status of Sixth-and Seventh- Grade Students with Learning Disabilities." Learning Disability Quarterly, 18(1): 13-24.
- Council for Exceptional Children "After School Programs Are for Students with Exceptionalities Too!" Retrieved June 30, 2006, from http://www.cec.sped.org
Makala hii imechapishwa tena kwa ruhusa ya Kituo cha Kitaifa cha Ubunifu wa Teknolojia (NCTI), ambacho hutengeneza maudhui ya kusaidia kuelimisha watu wenye ulemavu. NTCT haijadili madhara ya ubongo ya kiharusi, lakini inaweza kutumika kwa watu wenye madhara ya ubongo. Sheria ya Uboreshaji wa Watu Wenye Ulemavu (IDEA) inatoa huduma za ziada na teknolojia ya kusaidia wakati inahitajika kwa wanafunzi wanaopokea huduma za elimu maalum. Wakati faida za msaada kama huo zinaweza kutumika kukidhi mahitaji ya kitaaluma ya wanafunzi wenye ulemavu, huduma za ziada zinaweza pia kuchangia mahitaji ya kijamii ya wanafunzi katika shughuli nje ya siku ya kawaida ya shule. NCTI ina mapendekezo ya jinsi teknolojia za kusaidia na zinazopatikana na huduma nyingine za ziada zinaweza kusaidia kufanya shughuli ziwe za kujumuisha zaidi kwa wanafunzi wenye mahitaji maalum. Ushiriki katika shughuli za ziada za shule inaweza kuwa na faida nyingi za kijamii kwa wanafunzi, hasa kwa wanafunzi wenye matatizo ya kujifunza, kwani utafiti umeonyesha kuwa idadi hii ya wanafunzi ina nafasi ya hali ya chini ya kijamii kuliko wenzao wasio na ulemavu. Kushiriki katika shughuli kama hizo huwapa wanafunzi nafasi ya kuchukua majukumu ya uongozi na kuonyesha vipaji ambavyo vinaweza kuwa havionekani katika mazingira ya kawaida ya darasa. ni muhimu kwamba wataalamu wa elimu waendelee na hamu ya wanafunzi ya kushiriki katika shughuli za ziada kwa kuhakikisha kuwa wana upatikanaji wa teknolojia ya kusaidia na ya kubadilisha na huduma nyingine za ziada. Hii ni muhimu si tu kwa sababu rasilimali kama hizo ni mara nyingi muhimu kwa wanafunzi kufanikiwa, lakini pia kwa sababu sheria ya shirikisho inatoa amri kwamba wanafunzi wenye ulemavu wana upatikanaji wa baada ya programu za shule ambazo hufanyika kwenye uwanja wa shule. Kwa sababu wafanyakazi wengi na wajitoleaji wanaohusika na shughuli za baada ya shule ni nje ya uwanja wa elimu maalum, ni muhimu kwamba wanaarifiwa juu ya uwezo na mahitaji ya wanafunzi, pamoja na mikakati, teknolojia za kusaidia na adaptive, na huduma nyingine za ziada ambazo zinaweza kusaidia kushughulikia mahitaji yao wakati wa kutumia nguvu zao. Mapendezi ya wanafunzi badala ya mahitaji yao yapaswa kuongoza uamuzi wao wa kuchagua shughuli za nje ya shule. Hata hivyo, ni lazima kwamba wanafunzi wengi wenye mahitaji maalum hawatakuwa na uwezo wa kushiriki katika kila shughuli ambayo ni ya kuvutia kwao, kama ilivyo kwa wenzao wasio na ulemavu. Kwa hiyo, fikiria shughuli zifuatazo za kawaida za ziada na jinsi teknolojia, huduma nyingine za ziada, na mipango ya ubunifu na ushirikiano inaweza kutumika kusaidia kukuza ushiriki katika shughuli kwa wanafunzi wenye mahitaji maalum. Wanafunzi ambao wanataka kufanya kazi katika ukumbi wa michezo wa moja kwa moja wanaweza kutegemea mikakati ambayo hutumia katika madarasa yao ya kitaaluma kukumbuka ukweli wakati wa kujifunza mistari. Kwa mfano, huenda wanafunzi wakahitaji kujifunza mistari yao kwa sauti kwa kutumia mkanda au vifaa vya kusoma skrini. Wanafunzi ambao wana wakati mgumu kufuata maandishi ya kawaida (kwa mfano, maonyesho ya Shakespeare ya jadi) wanaweza kufikiria maonyesho na maandishi ya kubadilika zaidi, au jaribu mkono wao katika maonyesho ya ubunifu. Wanafunzi wenye ulemavu ambao hufanya urambazaji na mwendo kuwa changamoto wanaweza kutaka kufanya kazi na mtaalamu wa mwendo na mwelekeo wakati wa mazoezi, au wanaweza kuzingatia kufuata majukumu ambayo yanahitaji mwendo mdogo. Wakati wa kupanga safari za maonyesho ya moja kwa moja, piga simu mapema ili kupata maeneo ambayo hutoa video za kuelezea, maandishi yaliyofungwa, na watafsiri wa lugha ya ishara wanapaswa kuchunguzwa. Vifaa mbalimbali vinapatikana kwa ajili ya wanafunzi wanaohitaji msaada wa kusoma na kucheza muziki. Kwa mfano, maandishi yaliyochapishwa yanaweza kuchunguzwa, kuhaririwa, na kubadilishwa kuwa maandishi ya Braille yenye usawa kwa kutumia mtafsiri wa muziki wa Braille kwa ajili ya wanafunzi wenye ulemavu wa kuona. Wanafunzi wenye ulemavu wa kimwili wanaweza kucheza ala zilizobadilishwa kwa msaada wa mitambo. Ikiwa shule ya mahali hapo haiwezi kutoa vifaa, uliza juu ya malazi katika ngazi ya wilaya. Inawezekana kwamba wataalamu wa wilaya wana suluhisho za ubunifu na rasilimali za kufanya ushiriki uwezekane. Wanafunzi ambao wana ulemavu wa kuchapisha au mahitaji maalum wanaweza kushiriki kwa urahisi zaidi katika vilabu vya vitabu ambavyo vinajumuisha majina ambayo yanapatikana katika muundo mbadala. Kwa kuwa mkurugenzi wa klabu ya kitabu anaweza kuwa hajui chaguo hili, anaweza kutaja Rekodi kwa Vipofu na Dyslexic kwa orodha ya umri na maudhui ya vitabu vinavyofaa ambavyo pia vinapatikana kwa urahisi katika muundo mbadala. Si tu kwamba wanafunzi watafaidika kutokana na ujuzi wa kusoma na kuandika ulioboreshwa, mazungumzo ya vitabu yanaweza kusaidia kukuza ustadi wa kijamii, mawasiliano, na uchambuzi. Wanafunzi wengi wenye mahitaji ya pekee hutafuta kuboresha vipaji vyao kupitia shughuli za kitaaluma baada ya shule. Wanafunzi ambao wana shida na vifaa vya kuchapishwa na kufurahia mjadala au michezo ya trivia wanaweza kutumia wasomaji wa skrini kutafiti mada kwenye mtandao. Wanafunzi ambao kama kuchunguza maeneo maalum ya maudhui kama vile historia au jiografia wanaweza kushiriki katika shughuli Webquest kwa msaada wa screen-wasomaji. Shughuli za utafutaji wa wavuti au uwindaji wa Internet pia ni fursa nzuri ya kuanzisha wanafunzi ambao wana ugumu na vifaa vya kuchapishwa kwa vifaa vipya vya teknolojia ya kusaidia kusoma skrini. Michezo ya riadha na shughuli nyingine za kimwili Kuna mikakati kadhaa ya kuongeza ushiriki katika michezo ya riadha. Kwa mfano, mshauri wa mwalimu anaweza kufanya kazi na wanafunzi ambao wana ugumu wa kujifunza na wanajihusisha na michezo ya timu kutekeleza mikakati ambayo itasaidia kuelewa na kutekeleza michezo. Kuna matukio ya michezo iliyoandaliwa kwa watumiaji wa viti vya magurudumu kama vile mpira wa kikapu na mashindano ya baiskeli. Wanafunzi wenye ulemavu wa kuona wanaweza kufurahia mashindano ya mbio za umbali mrefu na shughuli za kuteleza kwenye theluji kwa msaada wa mwongozo. Wanafunzi wenye ulemavu wa akili wanaweza kushiriki katika shughuli zao za Olimpiki Maalum za mitaa. Kwa watoto wadogo, watengenezaji wa viwanja vya michezo sasa hutengeneza vifaa vinavyofaa wanafunzi wenye mahitaji ya pekee. Ikiwa shule yako haijafanya hivyo tayari, pendekeza kwamba wafikirie kuwekeza katika hili. Mapendekezo haya hayakusudiwi kuwakilisha uwanja wa shughuli ambazo wanafunzi wenye mahitaji maalum wanaweza kushiriki. Badala yake, zinatumika kama mahali pa kuanzia pa kufikiria jinsi wanafunzi wawezavyo kushiriki zaidi. """Ni muhimu kwamba wanafunzi wenye mahitaji maalum hawajisikii kama shughuli zao za kila siku zinapaswa kumalizika na kengele ya mwisho ya siku." Kwa msaada unaofaa, wanafunzi wenye mahitaji maalum wanaweza kushiriki katika shughuli mbalimbali nje ya saa za kawaida za shule na wenzao. Mashirika ya kuvutia na ya kuvutia ya Amerika, ambayo inashughulikia watu wenye ulemavu, inakusudia kukuza ukuaji na maendeleo ya michezo, burudani, burudani, afya na mazoezi ya mwili kwa watu wenye ulemavu wa kimwili, na kuzingatia programu na huduma kwa watoto. Familia Kijiji Adaptive Playground Equipment: Familia Kijiji ni jamii ya kimataifa ambayo inachanganya habari, rasilimali, na fursa za mawasiliano kwenye mtandao kusaidia watu wenye utambuzi na ulemavu mwingine. Tovuti ya shirika hilo ina ukurasa wenye viungo vya makala na tovuti zinazotoa habari kuhusu vifaa vya kucheza vinavyoweza kubadilika-badilika. Shirika la National Federation of the Blind (NFB) ni shirika la watumiaji na utetezi kwa watu ambao ni vipofu. Tovuti ya shirika hilo ina ukurasa wenye habari kuhusu teknolojia, ambayo inaweza kutumiwa kufanya muziki uwezekane kwa wanamuziki ambao ni vipofu. "Kuchora kwa ajili ya vipofu na dyslexic ni maktaba ya kitaifa ya elimu inayowahudumia watu ambao hawawezi kusoma kwa ufanisi kwa sababu ya ulemavu wa kuona, dyslexia, au ulemavu mwingine wa kimwili.""" Tangu 1996, Chuo Kikuu cha Jimbo la San Diego kimedumisha hifadhidata ya sampuli za WebQuest. Hifadhidata hii ni kuhifadhiwa hadi tarehe na watumiaji wanaweza kutafuta kwa ajili ya mfululizo wowote wa wahusika katika Kichwa, Maelezo, Jina la Mwandishi au URL. - Eccles, J. S. & Barber, B. L. (1999). " Baraza la wanafunzi, kujitolea, mpira wa kikapu, au bendi ya maandamano: Ni aina gani ya ushiriki wa nje ya shule unaohusika?" Jarida la Utafiti wa Vijana, 14 (1): 10-43. - Conderman, G. (1995). "Hali ya Kijamii ya Wanafunzi wa Darasa la Sita na la Saba Wenye Matatizo ya Kujifunza". Ulemavu wa Kujifunza Quarterly, 18 (1): 13-24. - Baraza la Watoto wa Kipekee "Mipango ya Baada ya Shule Ni kwa Wanafunzi Wenye Uwezo wa Kipekee Pia!" Ilikuwa ilichapishwa tarehe 30 Juni 2006 kwenye tovuti ya www.cpd.org.