In the article 'Communicating Without Harm', several strategies were introduced. Here we will summarize some of the key messages and important information to take away regarding children with special needs.

Key Messages from the Article:

• Home and 'School' (or for our purposes camp/club) communication is essential to monitor the progress of any child, not just those with special needs!
• It is important to be aware of home tensions and communicate proficiently without causing harm. As an instructor you will only see part of the child's life and we need to remember that there is a lot more to it.

Key Indicators from the Article:

Seven Potential Characteristics of ADHD

• Attention
• Hyperactivity
• Impulsivity
• Mood Swings
• Disorganization
• Temper
• Low Stress Tolerance

It is important to note that while these characteristics may indicate Attention Deficit Hyperactive Disorder, they can also be seen as normal or common child behaviours depending on age and maturity growth. We may not know the medical background of our participants, so it is important to manage behaviour with an open mind and various strategies.

Strategies for Addressing Lack of Attention

• Be non-judgemental, take the time to evaluate your own biases and attitudes towards the individual
• Only discuss the specific behaviours and ramifications of those while at camp
• Remember the behaviours (and child!) you are discussing are not "bad", they are just interfering with learning
• Check for understanding and make sure you and the parents agree on next steps

Strategies for Addressing Hyperactivity

• Ignore non-disruptive hyperactive moments
• Listen attentively to the parents as they may share key information with regards to their child's behaviour
• Ask the parents/caregivers for suggestions on how they keep the child still/focused during important times. How might these techniques be modified for camp/club?

Strategies for Addressing Impulsivity

• Do not take impulsive statement from the parents personally, rather stay calm and ask for clarification
• Prepare for topics that may case parental misunderstanding, remain clear and kind
• Make sure the parents fully understand and backtrack if needed

Strategies for Addressing Mood Swings

• Do not react personally to mixed messages, try not to have hurt feelings yourself if a child changes their interest/preferences day-to-day
• Support the child and listen without making comments
• Suggest quiet places the student can go when needing a break

Strategies for Addressing Disorganization

• Always provide options - it is the parent/caregiver's choice to accept (or not!) your suggestion
• Listen to the parents. Learn what their regular routine is so that you can better understand how to transfer elements that are working at home to camp

Strategies for Addressing Temper

• Do not take the tantrum personally. Allow time for the parent/camper to cool down
• Try not to get defensive
• Remain calm and know who you can ask for support if needed (perhaps a supervisor or your director)

Strategies for Addressing Low Stress Tolerance

• If it is not an emergency, then talk to the parents at the end of the day versus calling them during the work day. Your program will likely have a policy outlining which behaviours require a call home
• Remember that the stresses of parenting and raising a child are complex and you may not understand what the parents are going through
• Be patient and allow the parent time to express their thoughts

On your Worksheet download, or in a personal notebook consider the following reflection question and scenario prompts. 

These may be great discussion questions to consider with other team staff members, or your supervisor/Program Director.

Reflection Question
1. How can these strategies be applied when dealing with parents who do not have a child identified as having a special need?

Scenario 1:
You are running an activity and you notice a kid is unengaged and you learn that they do not speak English very well. They are continually sitting by themselves in the corner not doing much.  

What strategies would best suit addressing this behaviour to parents?

Scenario 2:
You are heading the sign in table when a parent approaches saying that their kid was telling them all about the videos they watched in class. The parent is upset and says they are not paying all this money for their kids to watch videos, they should be doing hands-on activities and learning.  

What strategies would best suit your response? 

Scenario 3:
Your activity has run a bit short with the grade 2-3 class and campers have now taken to drawing on the tables, running around the room and you can no longer get them settled down in their seats. 

What strategies would best suit addressing this behaviour to parents?