1.
Supporting Children & Youth with
Developmental Disabilities

2.
Supporting Children and Youth with
Developmental Disabilities
Table of Contents
Understanding Developmental Disabilities . . . . . . 2
Creating Diverse
& Accepting Environments . . . . . . . . . . . . . . . 4
Supporting Inclusion & Social Skills . . . . . . . . . . 8
Tips for Facilitating Friendships . . . . . . . . . . . 12
Recommended Book List for Adults . . . . . . . . . 15
Recommended Book List
for Children & Teens . . . . . . . . . . . . . . . . . . 16
List of References . . . . . . . . . . . . . . . . . . . 17
Supporting Children & Youth with Developmental Disabilities 1

3.
Understanding Developmental Disabilities
Developmental disabilities are defined as severe, It is important to note that it is not the role of the child
chronic disabilities that occur any time between birth and youth personnel to diagnose someone in the program.
and 21 years of age and are expected to last a lifetime. Learning about developmental disabilities will enable you to
better understand and make accommodations for children
Developmental disabilities are not always visible and and youth in your program.
may be cognitive, physical or a combination of both.
In an out-of-school time program, a child or youth with a
Children and youth who have these disabilities often developmental disability may need support in the following
have difficulty performing daily activities, such as areas:
communication, learning, mobility, self-care and
• Remembering and following directions
independent living.
• Applying skills to new situations or people
Some examples of developmental disabilities include:
• Problem-solving skills
Autism spectrum disorders
Fragile X syndrome
• Developing communication and social skills
Down syndrome
Cerebral palsy • Self-help skills, such as hand washing
Rett syndrome
Epilepsy
Spina bifida
Cystic fibrosis
Mental Retardation
Supporting Children & Youth with Developmental Disabilities 3

4.
Creating Diverse & Accepting Environments
Inclusive child and youth programs that create an accept- we may be surprised when they point out differences
ing environment will send a powerful message that between themselves and others. By remaining sincere
all are welcomed and valued as contributing mem- and non-judgmental, adults can rephrase a comment
bers. Children and youth have a natural curiosity about and ask questions to discover the reasoning behind it.
the world around them - including differences among
themselves and others. Read on for tips to create an Provide honest and simple explanations
accepting environment at your program. As you hear comments and questions about differ-
ences, address inquiries in the moment to minimize
Model respect for differences uncertainty or discomfort. For example, if a child says,
When adults model respect for differences and ac- “Why is he drooling? He looks like a baby,” an honest
knowledge curiosity with honest explanations that are
easy to understand, children and youth learn to be ac-
cepting of differences. The path to creating an accept-
ing environment begins with making accommodations
and supporting each child, youth or teen as an individual.
This path continues with thoughtful responses to
questions and comments.
Treat comments like questions
Children and youth may comment on observations as
a way to confirm their thoughts and ideas. As adults,
Supporting Children & Youth with Developmental Disabilities 5

5.
Creating Diverse & Accepting Environments Continued…
and simple response might be, “He is six years old, just Listen to first-hand experiences
like you, and he likes to play with other six-year-olds.
Children and youth will benefit from hearing people
Sometimes it’s hard from him to control the muscles
with disabilities talk about their lives, obstacles, experi-
in his face. Friends help him by offering him a tissue or
ences and success. This also gives children
napkin.”
and youth in your program a chance to
ask questions in the context of a safe
Read books about celebrating differences
environment. Community organiza-
There are numerous books that focus on teaching tions and support groups are often
about celebrating differences and how to make friends. a good resource for finding a person
In addition to reading these types of books, follow up with a disability that can speak about
with games and activities to reinforce and personalize respect and appreciation for differ-
learning. One idea is to have children or ences or volunteer for an event.
youth draw pictures or take photos and
create their own book about mak-
ing friends and celebrating
differences. This will also KIT’s National Training Center on Inclusion (NTCI)
help start a dialog and offers a variety of resources for inclusion-related topics.
provide insight into their Visit us today at kitonline.org
feelings and thoughts
on the topic.
Supporting Children & Youth with Developmental Disabilities 7

6.
Supporting Inclusion & Social Skills
Participation in inclusive programs can help children It is important to emphasize that children are much more
and youth who have developmental disabilities learn than their diagnosis. Individuals have unique strengths
listening skills and appropriate communication, and interests. Focusing on the individual will lead to
socialization and self-help skills. An inclusive environ- discoveries about who they are and activities they en-
ment also creates opportunities for friendships because joy. Include all participants in your program by celebrat-
children and youth are in close proximity to one another. ing uniqueness and individual strengths.
Although close and frequent contact is an important Plan activities that promote social skills
first step, simply being in the same place with oth-
Child and youth personnel can maximize opportuni-
ers does not automatically lead to friendship for all
ties for participants to connect with peers and develop
people. Children and youth with and without disabili-
friendships by being intentional and reflective when
ties need adults who understand their unique needs
teaching social skills.
and abilities. Child and youth personnel can also
provide appropriate support when needed, plan for Planning involves going beyond responding to situa-
activities that promote social skill development, and tions that occur in the environment to discovering ways
create accepting environments. to help children develop their skills. The continuous
process involves identifying where a child may need
Understand unique needs and abilities support, planning cooperative activities to increase
Children, youth and adults with disabilities are often understanding and social skills, observing how the child
defined by differences in development or areas reacts, and making adjustments as needed.
where they need assistance.
Supporting Children & Youth with Developmental Disabilities 9

7.
Supporting Inclusion & Social Skills Continued…
Areas of support for social skills include:
Sample Plan to Support Social Skills
• Responding to peer-initiated play/engagement
• Dialog and verbal communication
Identify Trouble initiating
• Taking turns and sharing Area of Support conversations with peers
• Keeping on topic during conversation
• Asking peers for help
Plan Cooperative List conversation starters,
Provide appropriate support when needed and create skits in small
Activities
groups using the list
Providing respectful accommodations involves putting
forth the effort to support each child and youth as an
individual. Doing so will help ensure that every child Conversations were started
and youth has access to program offerings, whether Observe Action within skits, but are not initi-
ated outside of that format
they are opportunities to connect with peers, learn a
new skill or game, or participate in art or recreational
activities. Continue practicing conversa-
Adjustment tion starters and write a story
Accommodations are often changes or modifications
about starting conversations
made to expectations, requirements, materials,
activities, or the environment that promote meaning-
ful participation.
Supporting Children & Youth with Developmental Disabilities 11

8.
Tips for Facilitating Friendships
Friendships not only enrich our lives, but are impor- Build on interests
tant tools in our social and emotional development. Children and youth with developmental disabilities
Through friendships, peers can learn, be challenged, may be more interested in characters, shows, games,
and grow. Friendships provide a sense of well-being and toys created for a younger age group. It is impor-
and support, which is important for success in life. tant to know the interests of their same-age peers in
order to encourage them to develop an interest in the
Inclusion with same-age peers
same things. Common interests provide more chances
Many children or youth with developmental disabilities of interaction and social exchange among their peers.
participate in special education classrooms with mixed Partnering with the family to introduce popular games
age groups or with others who may have limited social and toys at home may also help facilitate an interest.
skills. A child or youth program may be the one place
they are included with others their age. Everyone Use creative pairings
benefits when children and youth are Children and youth typically choose to play and work
included with same-age peers because with the same group of people each day. There are
it fosters acceptance of diversity. creative ways to mix it up and encourage them to work
Additionally, children and youth with others. For example, you can create teams based
who are included become exposed on eye color, birthday month or hobby.
to developmental and age-appro-
priate social and recreational skills
(continued on next page)
that are naturally modeled by their
same-age peers.
Supporting Children & Youth with Developmental Disabilities 13

9.
Tips for Facilitating Friendships Continued… Recommended Book List for Adults
Start small Delicate Threads: Friendships between Children with and
without Special Needs in Inclusive Settings
In working to create connections between peers, it by Debbie Staub (Woodbine House, 1998).
is important to start with a small activity or period of
Promoting Social Success: A Curriculum for Children
time so that all children can experience success.
with Special Needs
It is also a good idea to start with an activity both are by Gary N. Siperstein & Emily Rickards (Brookes Publishing, 2004).
familiar with and know how to complete. For example, Social Skills Solutions: A Hands-on Manual
if both teens in a group enjoy drawing, a joint drawing by Kelly McKinnon & Janis Krempa (DRL Books, 2002).
activity could be introduced.
Team-Building Activities for Every Group
Depending on each individual’s needs, breaking down by Alanna Jones (Rec Room Publishing, 1999).
the interaction into steps may be helpful. You can be as
The New Language of Toys: Teaching Communication Skills
simple as: to Children with Special Needs
1. Say “Hello” by Sue Schwartz (Woodbine House, 2004).
2. Find a spot to sit together
3. Draw a picture of something you like to do
4. Share your drawing with your partner
Supporting Children & Youth with Developmental Disabilities 15

10.
Recommended Book List for Children & Teens List of References
CHILDREN Conroy, M.A., & Brown, W.H. Preschool children: Putting research
into practice (2002).
All Kinds of Friends, Even Green!
by Ellen B. Senisi (Woodbine House, 2002). Diana Pastora Carson, Ability Awareness in Action,
Don’t Call Me Special www.abilityawareness.com.
by Pat Thomas (Barron’s Educational Series, 2002).
Goldstein, H., Kaczmarek, L.A., & English, K.M. (Eds.) Promoting so-
How to Be a Friend cial communication: Children with developmental disabilities
by Laurie Krasny Brown & Marc Brown (Little, Brown & Company, 1998). from birth to adolescence (Brooks Publishing).
It’s Okay to Be Different
Kemple, K.M. (2004). Let’s be friends: Peer competence and social
by Todd Parr (Little, Brown and Company, 2001). inclusion in early childhood programs (Teacher’s College Press,
We’ll Paint the Octopus Red 2004).
by Stephanie Stuve-Bodeen (Woodbine House, 1998).
McDonnell, J., et al, The achievement of students with devel-
opmental disabilities and their peers without disabilities in
TEENS inclusive settings: An exploratory study (2003).
A 5 Is Against the Law! Social Boundaries: Straight Up! An Honest National Association of Councils on Developmental Disabilities,
Guide for Teens and Young Adults www.nacdd.org.
by Kari Dunn Buron (Autism Asperger Publishing, Co., 2007).
Thrasher, A., A teacher’s guide to my friend Isabelle: Classroom
Ready-to-Use Social Skills Lessons & Activities for Grades 7-12
activities that foster acceptance of differences (Woodbine
by Ruth Weltmann Begun (Society for Prevention of Violence, 1996).
House, 2003).
Social Skills for Teenagers and Adults with Asperger Syndrome: A
Practical Guide to Day-to-day Life
by Nancy J. Patrick (Jessica Kingsley Publishers, 2008).
Supporting Children & Youth with Developmental Disabilities 17

11.
Every child’s life is e nh a n ce d through shared
ex p e r i e n ce s and friendships with peers of a ll a bili t i e s .
Thank you for making a difference.
kitonline.org
© 2012 Kids Included Together & National Training Center on Inclusion