Support Interactions Between Participants

• Unstructured Play Time
  • When kids have free time to play, set some fun expectations to encourage everyone to join in. For example, you might say, “Try to move around and play with a friend,” or “Play a game you’ve never tried before or play with someone new.”
  • After playtime, gather everyone together to talk about what happened. Ask questions like, “Who played with someone new today?” and have them raise their hands.
  • Encourage staff to participate in playtime too. They can either join in fully or help make sure everyone is having a good time by facilitating activities.
• General Practices
  • Staff and volunteers play a big role in helping participants become friends, especially kids. They can invite people to join activities together, ask for help from each other, and encourage teamwork.
  • If you’re doing art projects, place supplies in the middle of round tables. This helps people share and interact.
  • Use round tables instead of square or rectangular ones. This makes it easier for anyone to join in.
  • Keep extra art materials in open cabinets so everyone can explore and use them freely.
  • Plan activities that require participants to work together to solve problems.
  • For participants who might be neurodivergent, remember that some might take time to open up or prefer not to make friends. Always respect their choices.
  • Create a culture where everyone feels included and encouraged to participate. Think about things in the environment that might make people feel left out, like strong smells or too much noise. Try to fix these issues so everyone can feel comfortable and join in.

Be Flexible

• Keep activities exciting by changing things up, such as adding new equipment or changing the rules. If participants seem bored, consider moving on to a different activity.
• Create activities that are tailored to each person’s abilities and strengths. Offer different levels of activities, such as beginner, advanced, group, or individual, so everyone can find something that suits them.
• When providing accommodations or leading activities, meet participants where they are.

Provide Structure

• Try to keep a similar routine for each program session based on participants’ needs and preferences. For example, you might end each session with a group cheer, some yoga, or mindfulness exercises. Keeping the same pairings between volunteers and participants can also be helpful, especially for some neurodivergent participants.
• Include time for informal socializing, like open play or special gatherings.
• Use activities that focus on the process, not just the result. For example, art projects where there’s no “right” way to create something.
• Give all participants a chance to take on leadership roles, such as being the timekeeper, snack helper, or first aid assistant.
• Let participants choose between different activities.
• Allow participants to help design activities with their peers and staff.
• Organize games where participants work together, like staff vs. participants. These games can be especially helpful for some neurodivergent participants.
• Let participants help create the rules for the program. Use a display with words and pictures to remind everyone of these expectations. This helps new participants learn the rules and feel welcome.

Set Goals

• Help participants set goals that are just right for them—goals they can achieve often.
• Encourage participants to push themselves a bit to reach their goals. Celebrate and praise every achievement, no matter how small it might seem.

Other Practices

• Give staff detailed information about each participant’s abilities and any special considerations they might need. This helps staff know how to best support them, without needing to know their diagnosis.
• Use positive reinforcement by giving participants lots of different kinds of feedback when they succeed or try hard. Encourage them to keep going even when things get tough and be proud of what they achieve.
• Listen to and respect what participants think and feel. Make sure they know their opinions matter.
• Allow participants with disabilities to bring a sibling or friend to programs.

• Rick Hansen Foundation
• Accessibility Partners Canada
• SPARC BC

• “Accessible Public Spaces for All—A Practitioner’s Toolkit” by Future Cities Canada
• “The Accessibility Planning Toolkit for Municipalities” by Nova Scotia Accessibility Directorate