Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming

Format

Individual Presentation

Format

Poster Presentation

Presenters

• Crystal Perry, University of GeorgiaFollow

First Presenter's Institution

University of Georgia

First Presenter’s Email Address

crperry@uga.edu

First Presenter's Brief Biography

Dr. Crystal Perry is a Public Service Associate with the University of Georgia and has over 20 years of experience working with youth and families. Dr. Perry’s background spans the professions of youth development and public administration with a specific interest in family studies and intervention strategies. She has earned a Bachelor of Science degree in Education, a Master of Public Administration degree, and a Doctor of Philosophy degree in Human Services. Since 2014, Dr. Perry has capitalized on her academic background in family studies and intervention strategies with UGA Extension by providing innovative positive youth development programming and implementing diversity & inclusion projects. Dr. Perry has served as the principal investigator and project coordinator for the Reaching Our Community through Kindness, Education, Togetherness and STEM (ROCKETS) Project, a diversity and inclusion sustainable community project. This project is an original work developed, coordinated, and implemented by Dr. Perry. She has received numerous national and state awards for her programming efforts and published research.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Harborside Ballroom

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

There are numerous benefits for youth, with and without disabilities, participating in extracurricular programs. Across the United States, the demographic and behavioral needs are changing for youth with disabilities, and because of the changing demographics, youth development professionals must diversify their services and activities and make the appropriate accommodations for the youth. Many professionals in positive youth development programs understand the importance of diversity and being inclusive with their youth development programs; therefore, the principles behind the IDEA Act of 2004 are practiced. However, what remains less clear is how positive youth development professionals are using the trainings they have received to design and implement inclusive programming. Since the passing of the American Disabilities Act in 1990, a limited number of articles have been published focusing on the inclusion of youth with disabilities in afterschool programs, like 4-H.

Continuous competency building for Youth Development Professionals (YDPs) is essential to support inclusive educational programs. This poster presentation shares the results of a qualitative study that explored the experiences of Youth Development Professionals as they serve youth with disabilities in their programs. The purpose of this basic, qualitative study is to explore the experiences of Extension youth development professionals (YDPs) as they work with youth living with disabilities that are mental, physical, emotional, and/or behavioral. The goal was to explore the strategies currently implemented by the Extension YDPs and increase understanding of their perceived experiences from their work with youth with disabilities. The results from the study inform other YDP of current practices, strategies, and program ideas that positively impact inclusive programming. Six themes emerged from this research to include ensuring innovative interventions to ensure opportunities for all youth involved and the shared experiences of professionals implementing caring curriculum with emphasis on student empowerment and developing essential (social and emotional) skills of positive youth development. The results from the study contribute to the body of knowledge for Extension professionals to influence YDPs strategies to design and implement inclusive, positive youth development programs.

Brief Program Description

Continuous competency building for youth development professionals is essential to support inclusive educational programs. A research study was conducted to explore the experiences of youth development professionals serving differently-abled youth. This poster presentation shares the results of the qualitative study to inform other youth development professionals of current practices, strategies, and program ideas that positively impact inclusive programming.

Summary

Youth with disabilities benefit from being included in extracurricular activities. However, often youth with a disability do not participate in extracurricular activities. The purpose of this basic, qualitative study was to explore the experiences of Extension Youth Development Professionals as they serve youth living with a disability in their 4-H programs. The research question for this study focused on the perceptions and experiences of the youth development professionals implementing inclusive, positive youth development programs.

Conceptually, the transfer of learning theories provided the framework for this study. Data for this study were collected through the instrument of interviews, consisting of questions focusing on training, experiences, and program implementation. This research study employed a basic, generic qualitative design using Extension professionals' interviews to assess the various experiences working with youth with disabilities. The targeted positive youth development professionals were responsible for the design and implementation of a program for all youth of various backgrounds and abilities.

This study presents a foundation for developing targeted professional development research to better understand their experiences and the impact of inclusiveness in 4-H. The results from this study inform of current practices, program ideas to accommodate youth with disabilities, and the need for additional research to explore experiences. This study identified factors that contribute to the professionals and program success of inclusive programs. After evaluating the responses and themes from this study it is recommended that youth development professionals participate in frequent opportunities for training, provide a comprehensive accommodation plan, and share tools of the trade.

Evidence

There are numerous benefits for youth, with and without disabilities, participating in extracurricular programs (Willis et al., 2017). According to the National Survey of Children’s Health (NSCH, 2018), approximately 24% of Georgia’s youth from the ages of 3 to 17 years have a disability categorized as mental, emotional, developmental, or behavioral. Across the United States, the demographic and behavioral needs are changing for youth with disabilities, and because of the changing demographics, youth development programs must diversify their services and activities and make the appropriate accommodations for the youth (Taylor-Winney et al., 2019).

Programs such as 4-H are not necessarily bound by the IDEA of 2004; however, the principles behind the act are practiced throughout the organization (Sumner et al.,2018). Many professionals in Extension programs understand the importance of diversity and being inclusive with their 4-H youth development programs (Summer et al., 2018). However, what remains less clear is how 4-H youth development professionals are using the few trainings they have received to design and implement inclusive programming (Mouton & Bruce, 2013). Since the passing of the American Disabilities Act in 1990, a limited number of articles have been published focusing on the inclusion of youth with disabilities in 4-H programs (Taylor-Winney et al., 2019). Hence, there is an increased need for more attention to prepare youth development professionals to work with diverse audiences in services offered by Extension professionals (Taylor-Winney et al., 2019).

Learning Objective 1

Participants will be able to identify factors that contribute to the professionals’ and program success of inclusive programs.

Learning Objective 2

Participants will be able to know the current practices, program ideas to accommodate youth with disabilities

Learning Objective 3

Participants will be able to implement innovative interventions and opportunities for all youth.

Keyword Descriptors

Disabilities, Positive Youth Development, 4-H, Extension, Inclusions, Accomodations

Presentation Year

2025

Start Date

3-2-2025 4:45 PM

End Date

3-2-2025 6:00 PM

Recommended Citation

Perry, Crystal, "Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming" (2025). National Youth Advocacy & Resilience Conference. 102.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/102