A Note from Jenni
As a mother of four (two with support needs), I deeply appreciate the homeschool group and forest school leaders who have stumbled upon our website and reached out to ask how they can make their group more accessible and inclusive.
Thank you.
For really seeing the kids in your life – and not only the easy ones. For caring. For wanting to make your group more accessible. For researching your options.
This page on our website is an effort to link you to resources that might help guide you, whether you lead a group or you’re a parent seeking resources to give a group leader. Below is an outline of first steps you could take to begin expanding your circle.
I’ve linked some resources throughout this page, including this Google Doc containing a list of categorized resource links. (You can also find this link in the dark blue box at the bottom of this page.) I’ll do my best to keep the links on this page and the Google Doc updated. I encourage you to read this page as well, as it contains different information than that doc.
As always, feel free to email me anytime – nourishedoaks@gmail.com
Warmly,
Jenni
Is “Holistic” Only for Some?
Adaptive, holistic teaching is at the heart of many home education philosophies.
Inclusion infuses that heart into our social and group learning times.
When done appropriately with the necessary supports, inclusion also benefits all children, of diverse neurotypes and abilities.
So why is it so hard for homeschool parents of kids with support needs to find social learning opportunities that will take the time to explore whether their program can be accessible for that child?
Lack of Awareness
Many groups are unaware of barriers that keep some children from being able to participate. We simply don’t see or understand what’s behind their struggle.
Unless we’re the ones experiencing them (or someone else points them out in a way that enables us to see), those barriers remain invisible to us.
False Dilemma
Sadly, our minds tend to jump to worst case scenarios when we hear words like “support needs” or “inclusion” or “disability” —
but many, many students exist who just need a little support & accommodation to escape isolation and thrive in our communities.
In the world of home education, these children usually exist in limbo – just outside our circles.
In schools, these children tend to be “corridor kids“
Contrary to popular belief, homeschool groups (and extracurricular classes) are *NOT* stuck with only two options when it comes to inclusion & accessibility:
(1) get fully staffed and equipped to provide full, therapeutic special education for students with any and all support needs
or
(2) always state you’re “not equipped” to accept children who cannot easily participate in your programming
A whole world of nuance and opportunity exists between those two options. It’s not all or nothing.
A Stretchy Circle
In reality, simple changes can expand your group’s circle in ways that enable a wider range of students to benefit from your program and community.
Your group or program can be more inclusive.
Here are some places to start:
1) Prepare your group
Accessibility involves every person in a group. The group’s overall understanding, mindset, culture, and expectations make inclusion possible (or impossible).
This step is foundational to the rest.
The main thing stopping people with disabilities from belonging to a homeschool community isn’t inaccessible facilities or lack of support, but lack of understanding, inappropriate expectations, and/or closed hearts.
Lay groundwork with your group by offering disability awareness and basic disability etiquette training. You may also need to reevaluate your group’s approach to behavior and discipline.*
Once the adults are on board, introduce the children in your group to differences they might encounter in others. Teach the children kind, helpful ways they can respond to those differences. Teach them how to be good friends to a wide range of children. Normalize diverse neurotypes, means of communication, sensory needs, physical differences, types of play, and types of learning.
(This, this, and this are just a few examples of resources you might share directly with children)
2) Designate a point of contact
Select a person in your group who can be a liaison between families of children with support needs and group leadership. This person needs to be a good communicator who listens with compassion and can relay information accurately. (Note: It’s usually best not to select a parent actively in the trenches supporting their child. Often, even when they’re passionate about the cause, these parents also deeply need support and respite.)
The Point of Contact’s role is to communicate clearly with families and leadership and build a working understanding of the child’s support needs.
They will also work with leadership and the child’s parents to
- Identify barriers that could keep the child from participating and belonging
- Assess what parts of the program the child could find difficult – and what that those challenges look like practically
- Brainstorm how supports and adaptations might be implemented in such a way that enables the child to participate
3) Ask & Listen
Have your Point of Contact reach out to any existing families in your group who have a child with support needs.
You can start with those who you know struggle with something “small” like ADHD, even if they don’t appear to struggle. What they share may surprise you.
Ask them to share anything that’s hard for them about participation in your group. Ask them what the biggest barriers are that prevent them from being able to participate (or fully/successfully participate).
Take the necessary time to really hear them out. Develop a working understanding of the barriers they face and what could help.
Develop a list of questions to help you get the understanding you need. This tool can then be used with new families who want to join your group. (here are the questions our group currently uses)
Explore how the goals and purposes of your group overlap with those of the family. Even if it turns out that your program cannot be made accessible for a particular child, in my experience, most families will be thankful that you cared enough to have the conversation.
This sort of listening should be done regularly with those in your group who have support needs. Touch base with each family at least once a semester.
4) Add supports as needed
Good news: Your group doesn’t have to provide every support available for every type of need.
Start with:
- Things that will benefit the whole group
- Things that will meet the support needs of the specific children who are actually in/joining your group
Many supports involve free or low-cost simple tweaks. A shift in understanding and expectations can often make the biggest difference. You’ll also quickly see how many of the things that benefit specific children you’re trying to support also end up benefitting the whole group.
You’ll also see how, when it comes to providing support, the diagnoses don’t matter as much as the support needs.
Click here to see a list of our groups’ typical supports.
5) Recruit & train help as needed
Reach out to specific people in your group who you believe will do well in the roles you need to fill.
It generally does take more people to provide extra support. However, that doesn’t mean you need to recruit specialized paid staff.
Creating a full, therapeutic special education program or self-contained options is a separate discussion. We’re talking about expanding the circle of your existing program to reach more of those children who exist in-limbo.
“Not an expert” and “not certified” does not mean “unqualified” or “unable”.
Homeschool circles have long heralded this truth. It should be easy to apply it to inclusion.
You don’t necessarily need to acquire a group psychologist, therapist, or special education teacher. You just need some compassionate people who care enough to become an “expert” on one particular child’s situation or one genre of support needs and how they can effectively help.
In our group and in other local adaptive programs, parents often stay as a volunteer aide with their child. That can work really well.
Additional volunteers outside of group parents can sometimes be found from students at your local college. Those majoring in health sciences or education are often eager for these type of opportunities. High school students can also make great “buddies” for elementary students.
Can every group be made accessible for every child and every type of support need?
No.
Can some groups be made accessible to more children?
Yes, absolutely.
Can your group expand its circle?
I encourage you to explore the possibility!
Clear here for a list of resources that can help you increase your group’s accessibility, including resources for training volunteers. (This document is updated regularly. If you have resources you think would be helpful to add, please email them to nourishedoaks@gmail.com)
*Note: This doesn’t mean you become permissive of disrespectful and unsafe behavior – it means you learn how to effectively work with children who can’t be reached through traditional behavioral approaches.
Nourished Oaks: nature based homeschool group 