VIDBE-Q Volume 67 Issue 3
work of both camp teams throughout the virtual meetings. This helped to ensure
some consistency between both camps and to ensure a focus on the expanded core
curriculum and a family component for the camps.
While each camp shared certain things in common, the camp instructors had
flexibility to design a camp that would best serve the needs of their camp
participants. Both summer camps were designed and staffed by teachers of the
Deaf, teachers of the visually impaired and a certified orientation and mobility
specialist. Each camp served as a practicum site for future teachers of the visually
impaired, teachers of the deaf and future orientation and mobility specialists. Both
camps were 1 week long, day programs that required families to pick up and drop
off their campers each day. Grant funding was used to purchase gift cards for
parents/guardians to cover the cost of the transportation. To recruit students, the
instructors of both camps distributed camp flyers and applications to the students
who they serve during the school year. Each camp had a theme and a focus for the
week, however, the camp activities were quite different and engaged students in
diverse ways.
Each camp incorporated technology activities, adaptive recreation activities,
compensatory skills such as learning ASL or braille activities, board games or card
games, making snacks, tie dying t-shirts and a family event during the last day of
