“This community-engaged, cross-disciplinary approach highlights how artists and practitioners can work together to foster inclusive theater opportunities”

By Dr. Rebecca Kronk, PhD, MSN, CRNP, FAAN CNE, ANEF

Youth with disabilities (YWD) rarely have the same opportunities to engage in science, technology, engineering, arts, and math (STEAM) focused opportunities through creative avenues such as acting, set design, directing and stage management. Launched in 2019, STAGES II A Theater Program for Youth with Disabilities has provided participants an opportunity to engage in theater arts and expression that can help amplify personal development and strengthen self-advocacy.

Duquesne University’s School of Nursing, in partnership with the Theater Arts Program pioneered the first-ever regional summer camp for YWD grades 7-12. STAGES II programming, emphasizes a unique collaboration between nursing and theater departments, as well as Gemini Theater, a local children’s theater company whose mission is to cultivate creativity, imagination, and originality through performing arts. This community-engaged, cross-disciplinary approach highlights how artists and practitioners can work together to foster inclusive theater opportunities where youth become empowered to express themselves creatively. This interprofessional and innovative initiative has sought to achieve these three primary aims:

· Engage YWD in the art of acting as a way to self-advocate in healthcare situations; they gain social and communication skills, experience teamwork, improve body awareness, and develop confidence and self-advocacy skills within a health care setting.

· Provide tools needed to be performers, writers, and technicians and role-play in health care simulations.

· Become familiar with a college campus, while providing faculty and students unique and positive interactions with this population.

The camp is funded through the Edith Tres Charitable Trust, a local foundation. We recruit camp participants through local school districts and various community partners engaged in disability services. We never turn away any applicants and maintain the 1:2 ratio of counselor to campers, with several counselors also neurodiverse. To date the camp has enrolled 60 participants, with over 350 friends, family, and campus community members watching their final performances, a transformative experience for all. Attendees have a range of functional capabilities, but over the years additional support has been required such as American Sign Language (ASL) interpreters and personal aid necessities (e.g., medication, toileting). Upon enrollment, parents indicate the reasons they want their child to participate, which include becoming more social and meeting new friends; building confidence; and enthusiastic about song and dance. A sample camp itinerary is included in Table 1.

There are two specific highlights of the camp. First, activities in the School of Nursing Simulation Lab allow camp attendees the opportunity to gain confidence and experience within a health care setting. The campers interact with nursing faculty and students and “perform” as patients and/or health care providers. A full day in the simulation lab is transformative. Camp participants enter the simulation lab shy and apprehensive but leave feeling proud, talkative, and self-assured. Throughout the day, undergraduate nursing students enrolled in a summer health assessment course facilitated health promotion activities by engaging the campers in interactive stations related to:

Handwashing station
Dental health
Diet/food
Exercise/physical activity.
Role play visit to the clinic

The second highlight is the final performance in Genesius Theater on the last day of camp. Families, friends, community members, and campus employees are invited to witness the transformation and support the campers’ weeklong efforts. The audience has grown in capacity. This performance showcases the participants’ social and communication skills, teamwork, improved body awareness, and confidence. We also offer a fall camp reunion at Gemini Theater in McKees Rocks for campers to maintain acting, communication, advocacy, and social skills.

Post-camp surveys are collected each year from families and adjustments are made to the camp experience accordingly. Post-camp evaluations completed by caregivers consistently indicate improvements in social and communication skills, teamwork, body awareness, confidence in trying new things, and comfort with physical activity. The most recent post-camp survey (2024) completed by families (88% response rate) indicated 85% were extremely satisfied with the camp, and the camp met their expectations to help their child with confidence (85%), self-expression (83%), and gaining new skills (83%) such as developing friendships. Caregivers indicated that the camper also learned to communicate better using an interpreter, making friends, and being more interactive. Comments on what the camp did well included: communication, providing independence, goal setting, bringing joy and happiness. Things the camp could do better: nothing, it was fabulous, it was perfect. 100% of respondents said they would recommend the camp to others and 100% said their child would return next year. We asked what they would like to see offered next year: a longer camp, more dancing, small group activities. One parent added “If you could help create a community like this that was more than once a year, it would be awesome. There really aren't many places that I've found that are truly highlighting all the talents these amazing teens can do.” Caregivers also send spontaneous emails throughout the week that say it all:

Thank you all for volunteering your time to spend with our kiddos!

I wish I could hug you all and know how much of a positive impact you had on my whole family.

Stages II not only benefits campers and their families, but also volunteers and camp counselors who gain further insight into the potential and capabilities of youth with disabilities, while positively impacting their education and future careers.

STAGES II: A Theaters Program for Youth with Disabilities

Sample Itinerary

Day 1: Introduction and Story Writing

Introduction, theater tour & understanding of a performance theater, getting to know you exercise

Body and voice warm-ups, theater games & improvisation

Creating a story and bringing the characters together

Day 2: Story Writing, Rehearsal and Simulated Scene

Warm-ups & theater games; finish creating story outline.

Rehearsal & improvisation to create the scenes and dialogue in the story title of show picked

Act out scenes that give students an opportunity to become “patient” or “doctor; nurse” to gain confidence to advocate for themselves, especially in an environment where they might not have a parent or other party present to help them communicate their needs.

Day 3: Visit to Nursing School Simulation Lab

Warm-ups & theater games

Visit Nursing Lab and participate in activities to put the scenes from the prior day into “Action.” Students will interact with the mannequins and augmented reality, and act as a nurse or doctor and learn skills in basic first aid.

Nursing students provide self-care activities that promote health.

Day 4: Rehearsal

Warm-ups & theater games

Rehearsal of show

Day 5: Final Dress Rehearsal and Performance

Warm-ups & theater games Final dress rehearsal

Performance Autographs/Photos

Lights, Camera, Advocacy

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