Overcoming Challenges to Establishing Yes I Can

Implementation of the Yes I Can program is not without its challenges. Four commonly reported concerns are outlined below along with suggestions for removing or minimizing each.

Commonly Reported Concerns

An initial lack of administrative support.

Begin by talking to some parents about the program. In addition, get support for the program from other teachers in your building. If there are several teachers who support the program and if families who know about it are starting to call the building principal or special education director, then the administration may be more willing to consider program implementation.

Parental concerns about the vulnerability of students with disabilities.

It is important to address any anxieties expressed by parents. Conducting a family night to inform parents of program goals and logistics and having parents meet the bridge builders before student pairs go on community activities may help reduce parent apprehension.

Educator concerns about the vulnerability of students with disabilities.

Activities directed at educating and informing staff will assist in alleviating many of these concerns. Ideas include presenting the program at staff meetings, placing articles in the school newsletter, and talking about the program in the teacher’s lounge. Once staff are aware of the program, it will be important to periodically update them regarding its impact on the lives of students (e.g., relate stories of program successes). Finally, establishing collaborative projects between the Yes I Can program and other classes offered in the school can also reduce concerns.

Administrator concerns about liability.

While this is an important issue, resolution of this concern rests in each local district’s policies and procedures. It will be important to check with the school district to insure that program activities, particularly the community experiences, are within district guidelines. In addition, liability concerns may vary depending upon whether the program is offered as a regular class or as an extra-curricular activity. The majority of school districts have made some accommodation in liability policy to allow student pairs to participate in community experiences. The following suggestions may assist the district in risk management:

• Inform all parents of scheduled community activities.
• Ask bridge builders to meet the parents of the student with disabilities prior to engaging in community activities.
• Do not allow bridge builders to drive other students to community activities.
• Assist the student partners in planning activities before they occur.
• Discuss activities with the partners after they have been completed, focusing on what worked and what could have been improved during the experience.
• Make yourself available and able to be reached if an emergency situation occurs.

Start slowly. Make sure the members of each student pair get to know each other before beginning to engage in community activities. Encourage partners to begin with activities that take place at the home or in the neighborhood of the socially-isolated students.

If you have additional questions or concerns regarding the Yes I Can curriculum, please contact Matt Ziegler, project coordinator, at ziegl010@umn.edu and (612) 626-7322, or Brian Abery, project director, at abery001@umn.edu and (612) 625-5592.