A key aspect to the development of a high performing team is trust. The absence of trust within teams leads to under achievement. Inclusion within any team of someone with special needs offers an opportunity to demonstrate and build trust. Team members that do not trust one another appear to pursue their own goals over the team's. Teams lacking in trust function as a group of individuals whom compete with one another for status.                                       
Yachting demands teamship behaviours team skills such as collaboration in order to get the boat to move. Collaboration happens in a transactional way, in that people need to work with, and help team mates in order to achieve which in turn links with yacht performance. Yachting provides a working example which can be assessed and feed back in a way that ties in with the team's development needs back in the workplace.

Yachting is relatively accessible for moderate disability. A Yachting Risk Assessment document provides a tool for both advising re participation. It's also a legal responsibility. The environment encountered in yachting presents some challenges: Problems which may be made more difficult in adverse weather conditions. Physical barriers affect our ability to fulfill intervention goals. Whilst enabling technologies exist, special care is required to ensure delegates are not made vulnerable or put at extra risk.

Considerations address:

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  • Transport and access 
  • Food and clothing
  • Impact upon participation - what's needed & realistic?
  • Additional assistance required -i.e. lifting carrying?
  • If enabling equipment is available we need to consider impacting factors i.e. battery life, getting wet etc.
  • NMI respects delegates disclosure of potentially confidential information
  • NMI will fully discuss information & concerns re expectations, activities required and potential extra stresses involved
  • For deaf students problems may result from the unfamiliar setting / ability to see the facilitator and other group members to lip-read. (Hearing impaired affected by wind noise).

It's both essential and functionally useful to understand individual standpoints in regard to an intervention. As well as understanding individual needs we can explain the interventions goals and planned outcomes. We seek to build delegate anticipation. When working with delegates with a special need, this phase presents the ideal opportunity to discuss and agree any special needs. This process encourages the development of potential support strategies and assistance along with gaining commitment from all participants to the interventions intended outcome. However, it's more difficult to identify and overcome the barriers faced by delegates with hidden disabilities. Some delegates may have difficulty with:

o Managing information outside of a work setting

o multitasking - listening, observing, doing and recording

o Organising time effectively in a new alien environment

o Reading maps, almanacs, notes as materials are not provided in alternative formats - dyslexia friendly.

o Staying away from home with work mates sometimes in a Yacht with its special living arrangement. Or being contained in close proximity to others without a means of escape - short of swimming

o Experience being outside of personal comfort zone in public

o Taking part in social activities with team mates

o Sea or other sickness

The Disabled Students' Allowance DSA is a grant available to students with both visible and invisible disabilities. It's designed to help delegates participate in a wider range of learning experiences. The Disability Discrimination Act DDA lays down guidelines and recommendations. Additionally a wide range of specialist learning resources exist to support most special needs. NMI have developed work books and on line facilities compliant with accessibility guidelines to assist visually impaired delegates.

A balanced response is required to not unbalance the cost of delivery or reduce potential outcomes of an intervention.