III. Challenges, Opportunities, and Lessons Learned
Lessons Learned – Utah and Minnesota Conservation Corps
Trying to do something new or better than you’ve done before will always teach you new things. Some lessons require small tweaks to the current model in order to improve the experience offered to members. Other lessons are larger and require programmatic change.
Lesson 1 – Integrate Inclusive and Traditional Crews
Integrate the inclusive crew with traditional crews to the greatest extent possible. It is best if all crews can share start and end dates in order to complete the same orientation and training. Rotate members onto the inclusive crew frequently. Try to avoid creating a stand alone “special” crew…this is not inclusion. However, if the project is highly technical with a lengthy training process, it may be more efficient not to rotate the crew.
During a roundtable discussion with representatives from The Corps Network, MCC youth, and MCC staff, the concept of inclusion was at the forefront. The discussion started and there seemed to be some confusion as to what an inclusive crew was, because at MCC the “inclusive crews” were so ingrained into the culture of the program. Youth really felt like all crews were inclusive because all crews had members with different abilities. There is a theoretical discussion that could be largely based on two questions, “What is an inclusive crew?” and “How does labeling a crew as inclusive affect how it is perceived?” The questions have not yet been fully answered, but some of the following actions are clear. When you act to be inclusive of individuals with disabilities, you really are looking for ways to make the program better and more accessible for everyone regardless of their ability.
Lesson 2 – Training
Don’t overlook the importance of disability awareness training. When asked to work alongside people with disabilities, many Corpsmembers were initially uncomfortable. Negative attitudes and misconceptions about people with disabilities were most often the result of lack of awareness rather than malice or apathy. Disability awareness training was a very necessary first step in overcoming negative attitudes and stereotypes. Take adequate time to discuss the issues and have Corpsmembers with disabilities present and facilitate discussion.
Lesson 3 – Survey Forms and Equipment
If your inclusive crew is conducting accessibility surveys, they should have data collection forms and adaptive equipment organized and ready to go at the start of the season. People with disabilities should have accommodations developed and purchased to the greatest extent possible before the project begins so that they can “hit the ground running” with their crew. Stay organized with equipment checklists and inventory tools and equipment regularly.
Lesson 4 – Website Accessibility
Web accessibility means making your website usable for individuals with all kinds of disabilities. Accessible websites are readable by people with screen readers, provide captioning and a transcript for multimedia content, and alternative text for photographs and graphics. PDF, Adobe Flash, PowerPoint, and other non-HTML documents should be accessible or provided in an accessible format. Color should not be used alone to convey meaning. Content should be clearly written and easy to understand. For more information and assistance, visit www.webaim.org.
Lesson 5 – Member Participation
When developing long and short-term project goals, carefully consider individual strengths and abilities and how each person can contribute in a meaningful way. Project goals should be designed to benefit from the varying physical and non-physical abilities of crew members.
If at all possible, determine and develop and/or purchase any needed appropriate accommodations pre-season so the crew can be ready to go when the field season begins.
Lesson 6 – Deaf Culture
One lesson learned involved a youth returning for a second summer with Minnesota Conservation Corps. The youth wanted to be on the Wilderness Crew and knew she would be the only person who was deaf. While this individual was very successful and served as a role model for first-year youth, it was very difficult for her on the crew. Basically, there was no one on the crew with whom she shared her culture. Even interpreters are from a hearing culture. If a youth wanted to do something similar in the future, MCC would recognize that it’s in everyone’s best interest to have more than one individual who is deaf on a crew.
Lesson 7 – Member Accountability
Don’t “baby” people…give everyone the chance to put themselves out there and take chances. Treat all crew members with disabilities as you do everyone else. Require that they meet the same standards and expectations.
Lesson 8 – Conduct an Organizational Self-Assessment and Implement an Action Plan
Your organizational self-assessment should be comprehensive and form the basis of your action plan with steps needed to improve accessibility and inclusion (this is Step 1 in Pre-Season Implementation). Your self-assessment and action plan should cover all aspects of the organization, including the built environment, programs, hiring process, transportation, staff and board composition, project partners, etc. It’s important to place people with disabilities in positions of leadership and responsibility within your organization (see Appendix C for more information on The Access AmeriCorps Checklist).
Lesson 9 – Communication
Check in regularly with individual members, making sure that feelings are respected, appropriate accommodations have been made, and everyone understands daily project goals and individual responsibilities.
Lesson 10 – Inclusion and Member Experience
The last lesson continues to be learned year after year by the youth and summer staff. People at MCC and UCC have great summers not in spite of inclusion, but because of inclusion.