tain entrenched stigma that is attached to being disabled. They are often characterized as being a burden, need- ing to be taken care of, dependent on social services, or incapable of being employed. As a result, some people with disabilities are not even part of the equation when it comes to talking about how they can be included in the activity; it is often their caregivers, parents, guardians, or other paid workers in their lives making decisions for them. They don’t get the opportunity to make the deci- sions. Further, the information may not readily available for them to be able to make well informed decisions. Some people with disabilities may need the information explained, written in plain language, presented in large print, or translated into picture symbols. Often, many programs don’t have the time to do this — to provide the information in an alternative format — or don’t have time to provide the space to allow people with disabili- ties to respond or make the decisions. For some people with disabilities, they may take longer to process or speak, so ample time and space are needed to allow them to make informed decisions. On the other side of the journey are the outdoor
facilitators or educators. It is recommended that instil- ling a sense of curiosity and openness in their minds will support an inclusion mindset. With such an approach, they can begin the conversations about how to best suit various needs. Facilitators in many outdoor programs believe that they are ill-equipped to work with people with disabilities because they think that they lack the knowledge or that they don’t have the equipment. How- ever, most people with disabilities don’t require adaptive equipment. They just require some out-of-the-box think- ing and a sense of curiosity. Embracing vulnerability might be needed because it is okay for them to acknow- ledge that they don’t know what they are doing. If a sense of curiosity and vulnerability is instilled, then a conversation can take place as to how both parties can work together so that there is understanding and acceptance of all. Inclusion is a process of working together, figuring out what works best while meeting the objectives of everyone. Personally, I don’t believe that it would be fair for me to
just drop in for the kayaking program on Tuesday night. I feel it’s my responsibility to phone them in advance to let them know about my disability. This would also give me a sense of comfort knowing that they are well aware and that I would be properly supported. I like to make contact with them a couple of weeks in advance to let them know about the details of my disability. This is when I need to be vul- nerable and open-minded. However, if they don’t want to listen to me or automatically dismiss my potential participa- tion without entertaining the idea, then they are closing the inclusion journey; it takes both parties to be open, curious, and vulnerable to be able to work together. On the other side, if they are willing to have the conversation, then there’s an opportunity to learn from each other. Inclusion is a jour- ney of working together, understanding each other, and accepting where everyone is situated. Both parties need to take an active role in ensuring that inclusion is happening. After having the conversation with the kayaking outfit-
ter, we agreed that I would bring my friend to support me and would always kayak in a double vessel so that I could
Page 4
maintain the speed of the group. I would also come half an hour before the start of the program so that they could help me walk to the kayak and be well assisted when I got in my kayak to ensure that I would be well supported. The pro- gram facilitators agreed that if they did any instruction on land, they would do it by the beach where I was already sit- ting in my kayak so that I could participate. This has worked well and now I just simply phone ahead to let them know I am coming. I know that this is not “drop-in,” but I have to realize that as a person with a disability, I need to plan everything to ensure that I am well supported to participate in the program. All parties have to have a mutual under- standing. It takes two to tango.
Along with being the Accessibility Planner for the City of Vancouver, Canada Karen Lai is an Inclusion and Acces- sibility Consultant through which she facilitates inclusion training for companies, educators, organizations, and other special interest groups. Karen completed her undergradu- ate degree in outdoor recreation and her master’s in human kinetics with a focus in examining the social theories of inclusion. Karen lives with cerebral palsy and loves to get out to play in the outdoors. Learn more at https://www.
inclusionaccessibility.com/.
Green Teacher 126
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
