Special Needs Camp Jobs: Transforming Lives Through Summer Employment

What are the benefits of working at special needs camps. How can summer camp jobs impact both staff and campers with disabilities. What skills can you gain from special needs camp employment.

Exploring Opportunities in Special Needs Camp Employment

Special needs camps offer unique and rewarding summer job opportunities for individuals seeking to make a difference in the lives of children and adults with disabilities. These camps provide an inclusive environment where campers can experience the joys of summer activities without limitations. For staff members, working at a special needs camp can be a transformative experience, offering personal growth, skill development, and the chance to create lasting memories.

Types of Positions Available at Special Needs Camps

Special needs camps typically offer a variety of positions to support their programs and campers. Some common roles include:

• Counselors
• Cabin Leaders
• Assistant Cabin Leaders
• Kitchen Staff (Cooks and Aides)
• Facilities Support Staff
• Program Specialists (e.g., Arts and Crafts, Sports, Music)
• Medical Staff (Nurses, Health Aides)

Each position plays a crucial role in ensuring a safe, enjoyable, and enriching experience for campers with various disabilities.

The Impact of Special Needs Camp Jobs on Staff Development

Working at a special needs camp can have a profound impact on staff members’ personal and professional development. How does this experience shape individuals?

• Develops empathy and compassion
• Enhances communication skills
• Builds leadership abilities
• Improves problem-solving skills
• Fosters adaptability and flexibility
• Increases disability awareness and understanding

These skills and qualities are not only valuable in camp settings but also transferable to various career paths and personal relationships.

Training and Preparation for Special Needs Camp Staff

Special needs camps typically provide comprehensive training programs to prepare staff for their roles. What does this training entail?

• Disability awareness and education
• Behavior management techniques
• Personal care assistance skills
• Safety and emergency procedures
• Activity adaptation and modification
• Team-building exercises

This training equips staff members with the knowledge and skills necessary to support campers effectively and create a positive camp experience for all.

The Role of Special Needs Camps in Promoting Inclusion

Special needs camps play a crucial role in promoting inclusion and breaking down barriers for individuals with disabilities. How do these camps foster an inclusive environment?

• Providing accessible facilities and equipment
• Offering adapted activities and programs
• Encouraging peer interactions and friendships
• Promoting independence and self-confidence
• Challenging societal perceptions of disability

By creating an inclusive atmosphere, special needs camps empower campers to explore their abilities, form connections, and build self-esteem in a supportive setting.

Cultural Exchange Opportunities in Special Needs Camp Employment

Many special needs camps, such as Easterseals Camp Stand By Me, offer cultural exchange programs for their staff. These programs provide unique opportunities for both domestic and international employees to broaden their horizons and gain cross-cultural experiences. How do cultural exchange programs enhance the camp experience?

• Expose staff to diverse perspectives and backgrounds
• Foster global understanding and empathy
• Provide opportunities for language exchange
• Create lasting international friendships
• Offer cultural excursions and activities

These cultural exchange elements add another layer of enrichment to the already rewarding experience of working at a special needs camp.

Challenges and Rewards of Working with Campers with Disabilities

Working at a special needs camp can be both challenging and incredibly rewarding. What are some of the common challenges staff members face, and how do they overcome them?

• Adapting activities to meet diverse needs
• Managing behavioral issues
• Providing personal care assistance
• Maintaining energy levels throughout long days
• Emotional investment in campers’ experiences

Despite these challenges, staff members often find the rewards far outweigh the difficulties. The joy of seeing campers achieve personal goals, form friendships, and experience new activities can be incredibly fulfilling.

Long-term Benefits of Special Needs Camp Employment

The impact of working at a special needs camp extends far beyond the summer months. How does this experience benefit individuals in their future careers and personal lives?

• Enhances resumes and job prospects
• Develops valuable soft skills
• Provides networking opportunities
• Inspires career paths in education, healthcare, or social services
• Fosters a lifelong commitment to inclusion and advocacy

Many former special needs camp staff members report that their experiences shape their perspectives and career choices long after their summer employment ends.

Personal Growth and Self-Discovery

Working at a special needs camp often leads to significant personal growth and self-discovery. Staff members may find themselves reevaluating their preconceptions about disability, developing new strengths, and gaining a deeper understanding of human diversity. This experience can be transformative, leading to increased self-awareness and a more inclusive worldview.

Building Lifelong Connections

The intense and rewarding nature of special needs camp work often results in strong bonds between staff members and campers. These connections can last well beyond the summer, with many staff members maintaining friendships with colleagues and staying in touch with campers and their families for years to come.

The Role of Technology in Special Needs Camps

As technology continues to advance, special needs camps are incorporating innovative tools and approaches to enhance the camp experience. How is technology being used in these settings?

• Assistive communication devices
• Adaptive sports equipment
• Virtual reality experiences
• Social media for pre-camp connections and post-camp communication
• Camp management software for improved organization and safety

Staff members at special needs camps often gain valuable experience working with these technologies, which can be beneficial in various career paths.

Embracing Diversity in Special Needs Camp Programs

Special needs camps serve a wide range of campers with diverse abilities and backgrounds. This diversity extends to the camp staff as well, creating a rich and inclusive community. How do special needs camps promote diversity and inclusion among their staff and campers?

• Recruiting staff from various cultural and educational backgrounds
• Offering programs for different age groups and ability levels
• Providing sensitivity training to foster understanding and respect
• Celebrating cultural differences through camp activities and events
• Encouraging open dialogue about diversity and inclusion

By embracing diversity, special needs camps create an environment where everyone feels valued and respected, regardless of their abilities or background.

The Economic Impact of Special Needs Camps

While the primary focus of special needs camps is on providing enriching experiences for campers, these organizations also have a significant economic impact. How do special needs camps contribute to local economies and communities?

• Creating seasonal employment opportunities
• Supporting local businesses through purchasing supplies and services
• Attracting visitors to the area (family members, volunteers)
• Providing respite care services that allow parents and caregivers to work
• Developing a workforce with specialized skills in disability support

The economic benefits of special needs camps extend beyond the immediate camp community, positively impacting the broader local economy.

Fundraising and Community Support

Many special needs camps rely on fundraising efforts and community support to provide their services. Staff members often play a crucial role in these initiatives, gaining valuable experience in event planning, public relations, and nonprofit management. This aspect of camp work can be particularly rewarding, as it allows staff to directly contribute to the sustainability of the camp and its mission.

The Future of Special Needs Camp Employment

As awareness of disability rights and inclusion continues to grow, the demand for quality special needs camp programs is likely to increase. What does this mean for future employment opportunities in this field?

• Expansion of year-round programs and services
• Increased specialization in specific disabilities or age groups
• Growing demand for professionals with experience in disability support
• Development of new camp models (e.g., day camps, family camps)
• Integration of more inclusive practices in mainstream camps

The future of special needs camp employment looks bright, with opportunities for growth, innovation, and continued positive impact on the lives of individuals with disabilities.

Advocacy and Policy Influence

Special needs camps and their staff often become powerful advocates for disability rights and inclusion. Many former camp employees go on to work in fields where they can influence policy and promote accessibility in various sectors. This long-term impact of special needs camp employment extends far beyond the camp grounds, contributing to broader societal change and improved opportunities for individuals with disabilities.

Preparing for a Career in Special Needs Camp Employment

For those interested in pursuing a career in special needs camp employment, there are several steps to take to prepare for this rewarding field. How can aspiring camp staff members set themselves up for success?

• Gain experience working with individuals with disabilities
• Develop relevant skills (e.g., first aid, activity instruction, behavioral management)
• Pursue education in related fields (e.g., special education, recreation therapy, social work)
• Volunteer at local disability organizations or camps
• Obtain certifications in areas such as lifeguarding or ropes course facilitation

By taking these steps, individuals can position themselves as strong candidates for special needs camp positions and lay the groundwork for a fulfilling career in this field.

Networking and Professional Development

Working at a special needs camp provides excellent networking opportunities within the disability support and recreation fields. Many camps offer professional development workshops and mentorship programs, allowing staff members to continue growing their skills and expanding their professional networks. These connections can be invaluable for future career opportunities and personal growth.

The Lasting Impact of Special Needs Camp Experiences

The impact of special needs camp experiences extends far beyond the summer months for both campers and staff. How do these experiences shape individuals’ lives in the long term?

• Increased self-confidence and independence for campers
• Lifelong friendships and support networks
• Enhanced empathy and understanding of diverse abilities
• Career inspiration and direction for staff members
• Ongoing commitment to disability advocacy and inclusion

Many individuals report that their time at special needs camps was a transformative experience that continues to influence their personal and professional lives years later.

Sharing Stories and Inspiring Others

Special needs camp experiences often generate powerful stories of perseverance, growth, and human connection. Staff members and campers alike frequently share these stories, inspiring others and raising awareness about the capabilities of individuals with disabilities. This storytelling aspect of the camp experience can have a ripple effect, promoting greater understanding and acceptance in broader society.

In conclusion, special needs camp employment offers a unique and rewarding opportunity for personal and professional growth. The experience of working with campers with disabilities not only provides valuable skills and memories but also contributes to a more inclusive and understanding society. As the field continues to evolve, the impact of special needs camps on both staff and campers will undoubtedly continue to create positive change and lasting impressions on all those involved.

Summer Camp Jobs at Easterseals WA – Camp Stand By Me

Summer is coming fast and positions are filling!

Full Summer Positions:

June 2nd- August 24th, 2019

Stipends starting at $2300 (approx. $400 every two weeks)

Room & Board provided!

1-2 days off between sessions and one week off from July 22-27

We are an ACA-accredited camp serving people with a wide range of disabilities. We run a year-round Weekend Respite Program and a Full-Summer Camp Program from June 2nd-August 24th – The best impression you can get of camp will be from our Facebook- which contains photo albums of previous sessions.

We are looking for Counselors, Cabin Leaders, Assistant Cabin Leaders, an Assistant Cook, Kitchen Aides, and Facilities support staff for Summer 2019. I’ve attached the Camp Counselor job description for you to review. More information and other job descriptions available upon request.

Camp is about all of the things children and adults CAN do: swim, play, archery, eat s’mores, build lifelong friendships, and more. Easterseals Camp Stand By Me in Vaughn, WA provides an inclusive, barrier-free environment for children and adults with disabilities to experience all the joys of camp without limitations.

We serve campers aged 7 through the lifespan. We are proud to offer recreational opportunities to adults with disabilities, who often don’t have many recreational resources. Some of our campers need assistance with daily living, such as toileting, showering, and feeding. Counselors will spend a full week training in these areas, as well as learning to work with challenging behaviors, learning about disabilities generally, and how to use all of our program areas.

Cultural Exchange:

Our Summer employees come from all over the world as part of a Cultural Exchange Program. We sponsor two summer trips for domestic & international staff each summer to visit Seattle & Mt. Rainier.

Check out pictures of our sessions: https://www.facebook.com/CampStandByMe/?ref=bookmarks

Send resume and cover letter to Camp Director: Angela Cox acox@wa. easterseals.com

Why Do Young People Work at Special Needs Camps?

When I first met Ed, I did not notice that he had no legs.

He sat straight up in a wheelchair with long pants that hung down over the edge. I did not, at the time, find the absence of shoes or feet at the ends of his trousers, remarkable. I did, however, stare, somewhat self-consciously, at the stumps that protruded from the short sleeves of his fire engine red shirt. They were the size of a child’s football and had no digits. He used them to propel his wheelchair by leaning forward and pushing on the rubber tires of the big wheels that rose above his seat.

Ed had a round smooth face with small dark eyes that darted about. His hair was closely cropped. We called it a crew cut back then. He seemed to be forever taking the measure of the people and environment around him, as though it was hostile terrain and he had to be on guard.

“Take me to the bathroom,” were the first words he ever spoke to me. His speech was clear, sharp, and commanding, particularly for an eleven-year-old. I obeyed without hesitation and began pushing him toward the nearest boy’s cabin.

I was a first year camp counselor at Camp Oakhurst, a camp for children with physical disabilities. We had just completed a week’s training that was filled with team-building activities that I imagine was typical of summer camp orientation programs all over the country. Every camp had but a few days to teach its staff what it had to know to manage the full-time responsibility of looking after children, while at the same time indoctrinating them with the philosophy and spirit that made their particular summer camp unique. It is an awesome task, particularly for a camp that has a population of children with physical challenges, many of whom need help in personal care.

I had just graduated from college and was on my way to graduate school. For the first time in my memory I had a summer “free” and, thanks to a teaching assistantship, which included a room and meal plan, I could take a job without much consideration of the salary. Needless-to-say, a not-for-profit summer camp paid a lot less than I could earn selling hot dogs in Central Park.

Ed was one of several “thalidomide babies,” as they were called, who were campers that summer. (Thalidomide was a drug prescribed to pregnant women in the late 1950s and early 60s to combat symptoms associated with morning sickness. When taken during the first trimester of pregnancy, it resulted in terrible birth defects in thousands of children around the world.) During the orientation program, we also learned about children with cerebral palsy, spina bifida, osteogenesis imperfecta, and other disabilities that affected movement and coordination, but not necessarily intelligence. We spent time practicing how to push a wheelchair and transfer campers safely from a bed to a chair. The skills were basic and required some physical dexterity and strength, but mostly common sense.

Ed’s congenital deformities were severe — he was born with no arms or legs but rather stumps for arms and flipper like appendages that seemed to grow out of his hips, for legs and feet. Though his disability was profound and much worse than most of the other children, you could not tell that from his facial expression or, as I was eventually to learn, from the strength of his personality.

My reaction to Ed on that first day of camp rekindled some of the fears and anxieties I felt throughout the training and orientation program, during which two staff members quit or simply slipped off in the night never to be seen again. I wondered if they knew something I didn’t.

Ed was obviously under some pressure to relieve himself after the two-hour bus ride to camp from New York City. Many of the children were brought to the bus departure site from their homes by wheelchair-lift equipped vans and ambulettes. Given the organized chaos in the city, with luggage, wheelchairs, walkers, and other orthopedic appliances all having to be labeled and put on the bus before the children were carried on, I could imagine that Ed might have been in transit for four or five hours. I pushed his wheelchair faster and faster up the asphalt path toward the cabin.

The cabins are rustic structures, with eight beds on each side and a central accessible bathroom. Once we got into the cabin, which was empty, we sped to the bathroom. I grabbed a clean urinal off a shelf above the sinks. Ed squirmed around positioning his body so that I could get to the zipper. “Hurry,” he commanded. Hurry I did.

I managed to get everything in place. We both sighed with relief when he began to go. We said nothing to each other. I stared at the wall. What’s to say when someone else is urinating in a bottle. Bathroom conversation wasn’t covered in orientation.

When it slowed to a trickle, I thought I was home free. Then I noticed the wet stain on his trousers. It was expanding slowly down his pant leg. “Hold it up, damn it,” he shouted. I raised the urinal quickly in response, only to discover that it was tilted incorrectly and had deposited most of its contents into his lap. Ed looked me straight in the eye and said with piercing accuracy and plenty of sarcasm, “You’re new at this.”

Yes, I was a novice, as were most of the counselors who took a job at Camp Oakhurst that summer. No, I was not motivated by any cosmic force to undertake such a challenge. Yes, I liked children and was comfortable in a leadership role. No, I did not think that working at such a camp would advance my career. Yes, I felt that I was idealistic and wanted to make the world a better place. Everyone I knew in the 60s did. But no, it never occurred to me that a camp for the disabled was the place to start.

I was to discover that working at a camp for children with physical disabilities was hard, exhausting, and filled with frustration. It was also quite simply the best thing I had done with my life up to that point in time.

I get an earful when people discover I work at camp for the disabled. “You must have the patience of a saint,” they often say. Hardly. Then they add, “Where do they find young people to do that kind of work?” “The same place everyone finds them,” I respond, “wherever young people hang out. “

The difference between those who do and those who don’t is a matter more of choice and chance than gift and inspiration. Take David for example. He is twenty-one and has worked at camps for disabled children for three years. He says that the experience has “matured” him and given him a better perspective on life. His is a religious young man from Hungary who ended up at Camp Oakhurst by applying through the YMCA’s International Camp Counselor Program. “It is better to give than receive,” is his answer to the question of what motivates him. He finds it inspiring to see disabled children, who are struggling with incredible physical problems, smile and laugh and appreciate their lives.

Pete, an athlete, played basketball in college. His coach told him to spend one summer helping kids less fortunate than he. He had trouble with the diminished expectations in the gymnasium. Playing basketball in a wheelchair might be fun but it was not the basketball he knew and loved. He was tall and skinny and loved to dunk. When he was teaching the children to play, he would enjoy their reaction to his soft, net-only, jump shot. When he tried shooting baskets from a wheelchair, he was amazed at how difficult it was and was very impressed that some of the kids were able to score with some consistency.

Jenny was a lifeguard and had never worked with the disabled before. She refused to admit it, but some of the children frightened her. Their disabilities were so complex she thought she would never be able to get close. In time she learned to communicate with Kim, a child with cerebral palsy, who used a spelling board and could not even ambulate her own wheelchair much less walk on land. Gradually, with the use of a variety of flotation devices she got Kim to relax in the water. One day, she convinced her to try to float on her own. Remarkably, Kim succeeded for a few feet. The sense of accomplishment they shared was enormous. When Kim got an award for achievement on banquet night, Jenny was brought to tears of joy.

Bill was a player, or so he thought. Dating was his avocation. He was also a pre-med student and thought working at a special needs camp would be helpful when he applied to medical school. He dated a lot that summer, but fell in “love” with an eleven-year-old boy named Richard who had muscular dystrophy and a wicked sense of humor. In spite of Richard’s irreversible gradual physical decline — he was ambulatory at age nine, but now used a wheelchair all of the time — his lust for life soared. He knew more about the Yankees than Bill, who was also a fan. He played an aggressive game of chess and could float on his back in the pool all day. He was an only child, and in a short period of time “adopted” Bill as his big brother.

At the end of the summer, Bill was shocked at the depth of feeling he experienced on saying goodbye to Richard. He knew it might be the last time they would see each other. It wasn’t. Bill visited Richard several times during the year, including one trip to Yankee Stadium. When Richard and his family moved to Florida, Bill was already a second-year med student. Bill insists that his relationship to Richard, who died at age twenty-one, was crucial in making him a better doctor.

Most of the counselors I worked with that first summer at Camp Oakhurst did not go on to careers in the helping professions, though some did. Most returned to school that fall to resume their studies in art, history, science, business, engineering, pre-medicine, and pre-law. Many are now successful professionals who rarely have the opportunity of interacting with people who are physically disabled.

Nevertheless, when you talk to them they reveal that working at a camp with children who are physically challenged was a transformative experience. It changed, they say, their attitudes about life. They developed a better appreciation for success and the varieties of human achievement. They never again related to a person with disabilities with the awkwardness they once had and still see in their friends and colleagues.

And what about Ed who lived his life without arms and legs? His matter-of-fact attitude toward care-giving left in me a lasting impression. As his counselor, I was amazed at his determination to do as much for himself as was humanly possible and his apparent total lack of self-pity.

He was very competitive. During baseball, which we played with a wiffle ball and plastic bat, he insisted on holding the bat himself, wedging it between his arm stumps and his chin, and swinging it around with his entire body, while sitting in his wheelchair. He generally made contact with the ball and was elated to hit it out of the infield once. During our Olympics, he refused help during the swimming relay and came in second.

When he needed help getting into his wheelchair, he would look around for the nearest counselor and simply say, “Gimme a hand.” Then, “thanks,” and move on his way. Not always cooperative, Ed could be defiant. Once, it was necessary to get the director to get him out of the pool. He loved the water so very much. It was the medium that allowed him the most freedom. He enjoyed camp and cherished the friendships he made there, yet never showed any emotion on departure day.

So, why do young people work at special needs camps? Partly out of choice, partly out of chance. Children with disabilities are, after all, children first, and they deserve the same chance to have a happy childhood as anyone. The counselors who help them at summer camps play a crucial role in helping them reclaim a childhood of which circumstances beyond their control have worked to steal. In so doing, these young persons enrich their own lives in ways it may take years to appreciate. They go home with a better understanding of what is important in life, and they learn how not to let circumstances beyond their control diminish its glory.

Marvin A. Raps is the executive director of the New York Service for the Handicapped/Camp Oakhurst in New York City.

Originally published in the 2004 September/October issue of Camping Magazine.

Camp Summit – Seasonal Jobs

Seasonal Positions

Summer 2021

May 9 – August 14

Fall 2021

September 5 – November 20

CABIN / DIRECT CARE STAFF

Each cabin houses up to 8 cabin staff and up to 15 campers.  Cabin Staff are assigned to a particular cabin and are solely responsible for assisting in personal care, engaging at activities, and transitioning throughout the schedule.

Direct Care Staff

Consistently aids in the daily tasks and routines of campers.  Responsible for the safety and well-being of the campers by working as part of the cabin unit.  Counselors respond to the Unit Leader (UL) and are not required to have experience, but it is preferred.

Unit Leader

Leads the cabin and guides in camper care.  They are responsible for cabin schedules and creating a positive working environment for the cabin staff along with a fun and safe environment for the campers.   ULs respond to Support Staff and the Assistant Camp Director.  ULs are highly preferred to have experience in personal care, behavior management, and leadership.

ACTIVITY DIRECTORS

This team of Activity Directors, or ADs, facilitate some of our campers’ favorite activities! Along with running specific Adventure Activities (Ropes, Aquatics, Archery) or Creative Activities (Arts & Crafts, Science Lab, Sports & Games, Music, Nature, Photography), ADs also come together to run evening activities for all of camp.  ADs are also assigned to a cabin for housing and to aid in camper care during non-activity times. This requires ability to work autonomously, teach creatively, and develop lesson plans within our mission and philosophy.

Ropes

Assist in leading, inspecting, and overall care of the high and low ropes courses and equipment. Must be willing to supervise and adhere to all safety precautions and challenges that may arise with both the course and campers. Certification is not required, but experience is heavily preferred. If no experience or certification, must be willing to obtain a training certificate upon hire.

​

Lifeguard

Lifeguards lead and supervise all aquatic activities at the pool. Perform daily and weekly maintenance and cleaning tasks on pool and equipment. Follow established policies and procedures for pool area and assist with the training of camp staff to assist in aquatic procedures. Be willing to create new engaging ideas that will improve the aquatics program at camp all while providing a safe environment. Previous lifeguarding experience strongly preferred and certification is required upon or before hire. (Summer only)

​

Archery

The activity director must be willing to implement creative and engaging archery activities that are appropriate for each camper’s specific needs. Supervise counselors and be willing to teach and educate them on safety procedures. Assist in the management and care of the equipment and maintain a clean working environment.   Certification is not required, but experience is heavily preferred. If no experience or certification, must be willing to obtain one upon hire.

LEADERSHIP/FELLOWSHIP PROGRAM

A team of leaders who act as a supplemental aid in many areas of camp.  They check cabins, assist with camper care and behaviors, and lead daily chants and songs.  Each member has an additional role in management of different areas of camp, and is preferred to have confident experience within special needs populations and leadership experience.

Camper Relations Fellow

The Camper Relations Fellow will oversee the cabin side of camp, as well as, programmatic support when needed. They are responsible for gathering camper data in order to place cabin assignments, along with managing cabin/camper paperwork. This position does require more office time than other positions, but are still an aid to cabins when needed. This Fellow will learn many camp administration techniques, as well as, special needs care and behavior techniques.

Marketing Fellow

The Marketing Fellow is responsible for capturing the moments of every camper’s experience. They also have a unique role designed to give the opportunity to engage with every single camper across camp and see all activity areas. The Fellow is required to gather pictures of each and every camper and create session slideshows. They also aid by sending pictures to, and working alongside, our full time marketing and development teams. Experience with digital photography, photo editing, and video editing software is required. Camp Summit will provide any necessary equipment, but personal equipment can be used at your own risk of damage.

Program Fellow

The Program Fellow(s) will help lead, supervise, and manage the activity areas of camp. They assist with the creation of schedules, special events, and general set-up for all activities on a daily basis. The Fellow will also collect and review all paperwork submitted by the Adventure Activity Directors prior to being submitted to the Assistant Camp Director. The Fellow oversees the ropes course, horses, archery, the swimming pool, and other camp daily activities. Certifications and/or experience in these areas is preferred.

Available Seasonal Positions | Stepping Stones (Ohio)

Seasonal Openings: School-Year

Stepping Stones has seasonal job openings in our weekend programs for children, teens and adults with developmental disabilities. We’re looking for creative and compassionate team members to engage participants in recreation activities and support them in building pathways to independence. 

Weekend job openings are available throughout the school-year at our Allyn Campus in Batavia, Ohio. Learn more about current openings below and complete an online application, today!

Our “creative crew” of counselors is an enthusiastic group of individuals who strive to make a difference! Some of our staff come from a background of special education, social work or therapeutic recreation. While others have little to no previous experience working with individuals with disabilities – and that’s okay! We will train you on everything you need to perform your role well.  

Engage teens and adults in a variety of seasonal recreation activities while supporting their needs! Weekend Respites begin on Friday evening and run through Sunday afternoon. During the weekend, our staff members lead and assist participants in activities at Stepping Stones’ 47-acre Camp Allyn location.

The property includes accessible sleeping lodges, hiking trails, lakes for fishing, a commercial kitchen, dining hall and more. 

When Will You Be Working?
Stepping Stones is recruiting Respite staff members for the Spring 2021 – Spring 2022 season. Respites will occur an average of two weekends a month, with staff moving into Camp Allyn on a Friday afternoon and staying through the program’s end on Sunday afternoon. 

Benefits:

• Housing and all of your weekend meals will be provided.
• Online and in-person training, including CPR and First Aid certification.
• An impactful way to spend your weekends, while earning extra money for expenses.
• Build your resume while gaining leadership experience that will help you navigate life.
• Position is paid on a weekend stipend of $200 per weekend.

Work Requirements:

• Must be age 18 or above with a high school diploma or GED.
• Must be able to successfully complete all required background checks.
• Must successfully complete all online and in-person training. 

Address: 1414 Lake Allyn Road, Batavia, Ohio 45103

Stepping Stones offers Saturday Kids and Saturday Young Adults Club throughout the fall, winter and spring seasons at our Given Campus in Indian Hill. These social programs provide youths and young adults the opportunity to socialize with their peers while enjoying seasonal activities and holiday celebrations.

As a Saturday Club counselor, you will lead activities for a group while ensuring safety in program. You’ll also be responsible for completing necessary paperwork and clean up assignments following program and providing personal care as needed for participants.

When Will You Be Working?
Saturday Clubs run every weekend through Fall 2021 before switching to biweekly in Winter and Spring 2022. Counselors are needed in both the 8:30 to 3:00 pm and 2:30 pm to 9:00 pm shifts. 

Benefits

• Online and in-person training, including CPR and First Aid certification
• An impactful way to spend your weekends while earning funds for expenses
• Saturday hours are great for students juggling studies on weekdays
• Opportunity to get field experience for those pursuing a major in special education, social work, therapeutic recreation or other related area
• Position is paid on a stipend of $53 per shift

Work Requirements

• Must be age 16 or above, age 18 with a high school diploma or GED preferred
• Must be able to successfully complete all required background checks
• Must successfully complete all online and in-person training

Address: 5650 Given Road, Cincinnati, Ohio 45243

ARE YOU A LICENSED NURSE? View openings on our nursing team, here.  

No one should be denied employment, services or volunteer opportunities at Stepping Stones on the basis of race, color, ethnicity, national origin, religion, gender, disability, age or ancestry.

Special Needs Camp Counselor Jobs USA with Camp Leaders

Company : Camp Leaders
Location : USA
Duration: 2 months to 3 months
Approx Costs: 250 to 750 £ Pound (UK)

Summer camps for people with special needs provide a haven for campers and their families to take a break from their daily routine.

The role of a Special Needs counselor is invariably challenging and requires hard work, but it will also be the most rewarding and fulfilling summer of your life!

For most campers, the time spent at summer camp is the highlight of their year, and for those with Special Needs this is no different. Summer camps for people with special needs provide a haven for campers and their families to take a break from their daily routine. 

Camps, which cater for persons with special needs, require both general and activity counselors. The camper to counselor ratio is usually 1:1 or 2:1. You may work closely with one particular camper or a small group of campers each session. Counselors will be required to assist campers in day-to-day activities and/or lead activities at camp. 

Previous experience is great, but not required. Mot importsntly, you need and open mind and a passion for caring for peopele. All camps for persons with special needs will provide a one to two week training session prior to the arrival of the campers. 

Working at a summer camp will, without doubt, be the most rewarding, challenging and unforgettable job you’ll ever have. You’ll work hard and you’ll do so in amazing surroundings, having great fun making enough new friends to last a lifetime AND it will look great on your CV! 

Once you have finished at camp you have time to let loose, have fun and explore the wonders of the America.  Visit New York, the Grand Canyon, Las Vegas, San Francisco, Las Vegas or the Hollywood Hills, whatever you want as the choice is yours! 

Start Dates

Must be available to start between May 1st and June 20th and then for a minimum of 9 weeks.

Costs / Benefits

The fees are currently from £349 and includes the placement, meals & accommodation, medical insurance, our support and much more

At camp, you will receive pocket money of around $600-$1200 depending on age, skills and qualifications.

At camp, you will receive pocket money of around $600-$1200 depending on age, skills and qualifications.

Requirements

* You must be at least 18 years old on the 1st June in the year you wish to go to camp

* Available to travel from early/mid June through to mid/late August

* Speak fluent English

* Have a passport that is valid until the end of the year in which you wish to travel

* Be fit and healthy

* Have no criminal convictions

Special Needs Day Camp Counselor–Portage at Akron Area YMCA in RAVENNA, Ohio

Job Description:

Day camp counselors will supervise and assist daily needs of campers with disabilities (including feeding, showering, toileting, & dressing). Lead daily activities: arts & crafts, games, dance, music, water, nature, and other programs. Act in a responsible manner while employed, on and off camp grounds, to set a proper example. Work in collaboration with other staff to make the summer a rewarding, challenging and safe experience for all. Staff are expected to lead and/or participate in all camp activities with the campers which may include: playing games, hiking, nature, presentations, crafts and other programs. Staff must provide their own transportation. This position requires leadership by example.

Essential Functions:

1. Supervise a camper group and help each camper adjust and grow with other campers.

2. Assist in developing individual camper’s independence, self-esteem, and peer relationships in the summer camping environment.

3. Write and decorate aesthetically pleasing camp notes and camper awards each week, due at the time designated by the Program Director.

4. Design and/or lead activities that are safe, fun and promote cabin unity.

5. Keep program areas clean and involve campers in clean-up activities by leading by example.

6. Arrive on time.

7. Interpret safety and health rules, as well as other camp policies, to campers.

8. Actively participate in all activities.

9. Use behavior management techniques as outlined in the policy and procedure handbook.

10. Evaluate camp program and provide input to support staff and directors.

11. Abide by mandatory reporting policies, as described in the policy and procedure handbook.

12. Provide the extra needed medical and personal attention required by campers with disabilities.

13. Offer enthusiasm for camp life and programs.

Other duties as assigned by the Program Director or staff leaders

Apply Now

Day Camp Counselor – Special Needs – Portage (32) job in Ravenna at Akron Area YMCA

2. Personal Care & Services
3. Day Camp Counselor
4. Ravenna, OH

Job

Company

Description

Skills

Summary

Job trends

Job openings

Job Description

Description

Day camp counselors will supervise and assist daily needs of campers with disabilities (including feeding, showering, toileting, & dressing). Lead daily activities: arts & crafts, games, dance, music, water, nature, and other programs. Act in a responsible manner while employed, on and off camp grounds, to set a proper example. Work in collaboration with other staff to make the summer a rewarding, challenging and safe experience for all. Staff are expected to lead and/or participate in all camp activities with the campers which may include: playing games, hiking, nature, presentations, crafts and other programs. Staff must provide their own transportation. This position requires leadership by example.

Essential Functions:

• Supervise a camper group and help each camper adjust and grow with other campers.
• Assist in developing individual camper’s independence, self-esteem, and peer relationships in the summer camping environment.
• Write and decorate aesthetically pleasing camp notes and camper awards each week, due at the time designated by the Program Director.
• Design and/or lead activities that are safe, fun and promote cabin unity.
• Keep program areas clean and involve campers in clean-up activities by leading by example.
• Interpret safety and health rules, as well as other camp policies, to campers.
• Actively participate in all activities.
• Use behavior management techniques as outlined in the policy and procedure handbook.
• Evaluate camp program and provide input to support staff and directors.
• Abide by mandatory reporting policies, as described in the policy and procedure handbook.
• Provide the extra needed medical and personal attention required by campers with disabilities.
• Offer enthusiasm for camp life and programs.

Requirements

QUALIFICATIONS:

• The Counselor must be a minimum of 18 years of age and a High School graduate.
• At least one year of college or equivalent life/work-experience
• Participate in pre-season staff training. A mid-season training is offered for late hires.
• Must be able to receive and apply critical feedback in a fast-paced environment
• Must be able to make appropriate decisions regarding childcare and program
• He or she must also pass First Aid and CPR training (offered during or before staff training).

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

• The employee will work regularly from 8:30 am to 3:30pm.
• The counselor will run, jump, and play for extended periods of time without break.
• Must be able to lift objects that weigh up to 50 pounds
• The counselor must be able and willing to participate in lakefront activities such as swimming and boating.

green circle info icon
 This position is open.

This job was posted on Tue Nov 02 2021 and expires on Thu Dec 02 2021.

Tasks

• Enforce rules and regulations of recreational facilities to maintain discipline and ensure safety.
• Organize, lead, and promote interest in recreational activities, such as arts, crafts, sports, games, camping, and hobbies.
• Assess the needs and interests of individuals and groups and plan activities accordingly, given the available equipment or facilities.
• Manage the daily operations of recreational facilities.
• Administer first aid according to prescribed procedures and notify emergency medical personnel when necessary.
• Complete and maintain time and attendance forms and inventory lists.
• Explain principles, techniques, and safety procedures to participants in recreational activities and demonstrate use of materials and equipment.
• Direct special activities or events, such as aquatics, gymnastics, or performing arts.
• Supervise and coordinate the work activities of personnel, such as training staff members and assigning work duties.
• Evaluate recreation areas, facilities, and services to determine if they are producing desired results.
• Document individuals’ progress toward meeting their treatment goals.
• Greet new arrivals to activities, introducing them to other participants, explaining facility rules, and encouraging participation.
• Confer with management to discuss and resolve participant complaints.
• Meet with staff to discuss rules, regulations, and work-related problems.
• Oversee the purchase, planning, design, construction, and upkeep of recreation facilities and areas.
• Encourage participants to develop their own activities and leadership skills through group discussions.
• Meet and collaborate with agency personnel, community organizations, and other professional personnel to plan balanced recreational programs for participants.
• Provide for entertainment and set up related decorations and equipment.
• Serve as liaison between park or recreation administrators and activity instructors.
• Schedule maintenance and use of facilities.
• Conduct individual in-room visits with residents.
• Develop treatment goals for individuals based on their assessments.
• Evaluate staff performance, recording evaluations on appropriate forms.
• Take residents on community outings.

Skills

• Reading Comprehension – Understanding written sentences and paragraphs in work related documents.
• Active Listening – Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Writing – Communicating effectively in writing as appropriate for the needs of the audience.
• Speaking – Talking to others to convey information effectively.
• Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
• Active Learning – Understanding the implications of new information for both current and future problem-solving and decision-making.
• Learning Strategies – Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Monitoring – Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
• Social Perceptiveness – Being aware of others’ reactions and understanding why they react as they do.
• Coordination – Adjusting actions in relation to others’ actions.
• Persuasion – Persuading others to change their minds or behavior.
• Instructing – Teaching others how to do something.
• Service Orientation – Actively looking for ways to help people.
• Complex Problem Solving – Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
• Time Management – Managing one’s own time and the time of others.
• Management of Personnel Resources – Motivating, developing, and directing people as they work, identifying the best people for the job.

Knowledge

• Clerical – Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
• Customer and Personal Service – Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
• Computers and Electronics – Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
• Psychology – Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
• Education and Training – Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
• English Language – Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Public Safety and Security – Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
• Law and Government – Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.

Akron Area YMCA

Location

Multiple locations

Industry

Youth Organizations and Centers

Total job postings in the past

Based on 130 job boards, duplications excluded

0

Average posting lifetime

Total job posting distribution in the past

Based on 130 job boards, duplications excluded

90,000 Organization of inclusive shifts for children with special health needs. Experience GAUK “MOSGORTUR”

1. ORGANIZATION AND PROGRAMMING OF INCLUSIVE SHIFTS (EXPERIENCE OF GAUK “MOSGORTUR”)

Speaker: K.E. Komyshanova, Manager of the Department of Children’s and Family Recreation Programs
and additional education GAUK “MOSGORTUR”

2. INCLUSIVE CHANGE

Elements of an inclusive shift:
Up to 10% of children with special
health needs.
Information meetings before
activities.
In-depth work with parents
“Newbies”.
Reflection after every
activities.
90% of common activities.
Joint activities of children.
Any program of children’s recreation
should be inclusive.

3. CHILDREN WITH DISABILITIES IN INCLUSIVE CHANGES

Since 2015. GAUK “MOSGORTUR” organizes and conducts inclusive shifts
for children:
with mental
violations
in violation of
hearing
in violation of
view
with disruption of work
musculoskeletal
apparatus

4.INCLUSIVE CHANGE

Five principles of inclusion:
The value of a person does not depend on
his abilities and achievements.
Each person is capable of
feel and think.
Everyone has the right to
to communicate and to be
heard.
All people need a friend
friend.
Variety enhances everything
side of a person’s life.

5. PREPARATION OF INCLUSIVE CHANGE

6 KEY STEPS OF PREPARATION:
1 Search
financing
2
Selection of recreation organizations and
wellness
3
Attraction of specialists for
specific type of disability
4
Development and adaptation of the program
5
Selection and preparation
teaching staff
6
Preparation of children with disabilities

6.PRESSED INCLUSIVE SHIFTS

Counselors undergo a three-level training system at TsShMV
BASIC TRAINING:
• Basics of Camp
• Regulatory framework
• Fundamentals of Psychology and Pedagogy
• Game equipment
• Conflictology
• First aid
PROFILE TRAINING:
• Inclusive shifts
• Working with deviant
teenagers
PROGRAM PREPARATION
• Methodical training
counselors for the program
children’s rest,
development of basic
events and events
CONSTANT PRACTICE DRIVING:
• Workshops “After lessons”
• Project “Continuations”
• Project “Inclusive excursions to museums in Moscow”
• City programs for children with disabilities

7.PREPARING CHILDREN WITH DISABILITIES TO THE CAMP

PURPOSE: to adapt the child to the new
conditions and separation from parents
• Acquaintance with counselors
• Excursion to the camp
• Mini-shift for weekends

8. DIFFICULTIES OF PASSING AN INCLUSIVE CHANGE IN NORMAL CHILDREN

Children of the norm are not always ready to accept their peers with disabilities into their environment.
Difficulty in children of the norm:
Vague idea about children with disabilities and their opportunities.
Active rejection of children with disabilities.
The behavior of children with disabilities causes ridicule and imitation.
The slowness of children with disabilities can be annoying.
It can be annoying that children with disabilities tend to violate the boundaries of personal space.
Fear of offending or angering children with disabilities.
Stereotypes of parents that are broadcast by children.
Hyper-care (children of the norm tend to overly patronize a child with disabilities).
How to solve the problem:
Explanatory conversation with children.
Establishing a clear framework for behavior and expression of dissatisfaction. Rules must
to be one for all children.
An example of the behavior and attitude of teachers, counselors to a child with disabilities.
Creation of a situation of “success in a child” with disabilities.
In the case of overprotectiveness, the counselor may additionally emphasize that the child with disabilities
he copes with his own needs.

9. SUCCESSFUL INCLUSIVE CHANGE

CHILDREN WITH DISABILITIES:
CHILDREN RATE:
Solve independently
domestic issues.
Joined the children’s team
and found new friends.
Participate in all
events respectively
your capabilities.
They want to go to DOL again.
DRIED:
Find a common language with the child.
Can find a balance between help
and independence.
Can implement the program and involve
child in all activities at least
the capabilities of the child.
Can build friendships in
detachment.
They want to repeat their experience again.
Accept the characteristics of their peers.
The strengths of children with disabilities are noted.
Learn to find a common language and make friends.

10. EXPERTISE OF INCLUSIVE PROGRAMS. APPROACHES TO CRITERIA.

Purpose of examination of inclusive programs: Increasing the level of implementation writing
inclusive shifts.
Accessible environment
About availability
OVZ
for
Universal design
people
from
Convenience for everyone
Special inclusive shifts
Any change is inclusive by default
Isolation of children with disabilities.
Equal rights, equal opportunities.
Education in the “we and them” system.
Embracing diversity at the heart of parenting.
Any program of children’s recreation should be based on the universal inclusive
a program that takes into account the characteristics of all children.

11. EXPERTISE OF INCLUSIVE CHANGES.

Children of the norm
Children with disabilities

12. EXPERTISE OF INCLUSIVE SHIFTS.

Children of the norm
Children with disabilities
Counselors
Program
MTO
Specialists
Infrastructure
Base staff
THANKS FOR YOUR ATTENTION!
CONTACTS:
Email: [email protected]
Phone: +7 (925) 500-03-13
/ mosgortur
/ mosgortur
/ mosgortur

Official website of the Department of Education of the Administration of the city of Khanty-Mansiysk

& nbsp / & nbsp Education in Khanty-Mansiysk & nbsp / & nbsp Rest and health improvement of children & nbsp / & nbsp Rest and health improvement of children inKhanty-Mansiysk

Dear parents (legal representatives) of the children of the city!

In the autumn vacation period on the basis of general educational organizations, it is planned to work 9 camps with daytime attendance of children in correspondence format using distance technologies with a planned coverage of 2900 children aged 6 to 17 years (inclusive).

The participants of the camps will have thematic sessions, including both live video broadcasts and recording of classes, master classes, contests, quizzes, and most importantly – communication with friends and teachers.

To participate in the camp, a child needs a computer or smartphone with Internet access.

The camp’s online activities program will be organized daily from 8.30 am to 2.30 pm with breaks between online communication for the child’s rest and meals at the place of residence. The duration of each online event will be from 30 to 60 minutes, depending on the type of activity chosen and the age of the child.

Enrollment of children in the camp is carried out on the basis of an application by the parents (legal representatives) of the child.In conditions of high alert mode, it is allowed to submit an application via e-mail, social messengers. An agreement will be concluded with the parents (legal representatives). The application form and the agreement are posted on the website of the educational organization and are available for download.

Nutrition for children enrolled in the camp is provided at their place of residence. In exchange for food, each child will be given a food set. Parents (legal representatives) will be able to receive a food package for a child enrolled in the camp at the educational organization in accordance with the established schedule.

There is no parental fee for the child’s stay in the camp.

You can enroll in the camp by contacting the institution,

on the basis of which a camp is organized with the daytime stay of children in correspondence

format with the use of distance technologies

YU. for registration:

339-621, ext.206, 216.

Pole 9018 for recording:

328-664, ext. 99, 100

8222 90818

8

Gymnasium

Natalya Aleksandrovna, phone number for appointment:

8-908-881-32-63

Additional information can be obtained in the department

on the organization of recreation and health improvement of children MBUDO “CDO” Perspektiva “

on phone 33-83-09 (add.1021)

Passports of organizations for recreation of children and their recovery 2021

Guidelines for organizing camps with daytime stay for children 2021

Rest and recreation of children in Khanty-Mansiysk

90,000 Children’s camps stopped working in Tuva due to the outbreak of COVID-19 – RBK

There will be no second and third shifts in the camps, the children have begun to be sent home.The decision was made due to the outbreak of coronavirus in the Baylak camp, where, according to the UK, 68 children and nine employees fell ill

Children’s camp “Baylak”

(Photo: club41557044 / VK)

The authorities of Tuva prematurely stopped the work of all health camps on the territory of the republic, after more than 70 people became infected with the coronavirus in one of them.This was reported by the press service of the regional government.

The second and third seasons of the camps will not accept children. From Wednesday, June 30, they will be sent home. Parents will receive a refund for the purchased vouchers, a hotline will work for them.

According to the government, a total of 65 health camps operated in the republic, including 17 out-of-town camps, where 7.5 thousand children rested.

More than 60 children infected with coronavirus in a children’s camp in Tuva

“Now the priority task is to treat sick children and prevent further spread of infection among contact persons,” said Vladislav Khovalyg, acting head of Tuva.