VIDBE-Q Volume 67 Issue 3
deafblind often require explicit instruction in areas such as recreation and leisure,
self-determination, social skills, compensatory access, assistive technology,
independent living, orientation & mobility, career education, etc., due to their
difficulty accessing information because of a sensory or dual sensory loss (Sapp &
Hatlen, 2010). The other non-negotiable for the grant team was that the camp
include a family component. They wanted to involve families on the final day of
camp to provide opportunities for families to engage with each other and camp
instructors.
At the second retreat in early February, the grant team utilized the parent
survey data to determine the age group of potential camp participants and activities
for the camp. They developed an agenda and created a budget for staff,
transportation, supplies, materials and equipment. They developed a detailed
schedule of activities, events and field trips. They also developed a camp
application and a plan for distribution of the camp flyer. Finally, they created and
assigned final tasks to complete before camp.
