Best Practices
BEST PRACTICES FOR SERVING CHILDREN
WITH DISABILITIES IN OUT OF SCHOOL PROGRAMS
In our 2006 planning document, we reported that best practices research in the area of out of school programs for children with disabilities is not empirically derived. Instead, practices tend to be borrowed from the in-school setting literature (where some have empirical support; Mulvihill et al., 2004) or are based on the experiences of researchers and administrators involved in the area of disabilities. For example, there is no single set of guidelines for the inclusion of children and adolescents in out-of-school programs.
Researchers have delineated characteristics of appropriate inclusive educational programs in order to apply these practices to the out-of-school settings. The national organizations, Kids Included Together, The National Dissemination Center for Children with Disabilities and the National Association of Recreation Inclusion provide excellent resources for how to do this.
In 2005, one of our the first project activities was to identify the CORE COMPETENCIES to focus on in building capacity for including children with disabilities, both among programs serving primarily children without disabilities and those serving primarily children with disabilities. This was accomplished using the DACUM process, a Canadian model using community experts in specific content areas – a group process model used successfully in Canada.
The following chart lists each competency, along with its key elements and references supporting their value. While the list is not exhaustive, we have found that it provides an excellent roadmap for capacity building. As we have learned throughout our experience, the competencies that make for high quality programs are the same competencies that make for high quality inclusive programs.
PROGRAMS MUST BE ABLE TO….
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COMPETENCY
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KEY ELEMENTS
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REFERENCES
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A. Review/change policies and procedures
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Programs need to set inclusion goals and review policies or procedures that might keep a child from being included (i.e.: Must be able to swim, can’t receive medications at the program, and staff ratio requirements.
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Smith J and Davidson A. (2005);Montgomery & Kazin, n.d.; Germ & Schleien,(1997); Mulvihill et al. (2004); Mobility International USA, (2004);
Smith, A., Kennedy, l., and Hutchison (2005).
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B. Secure Funding
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Programs need to identify any additional funding required for becoming inclusive, (staff ratios, equipment etc) build these costs into a program budget and identify funding options
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Scholl, K., Dieser, R., & Davidson, A. (2005).
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C. Provide physical accessibility to site
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Programs need to evaluate physical accessibility of program and develop and implement a plan for improvements.
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ADA Title III (n.d..)
ADA and Childcare Centers (n.d.)
Children’s Services Council of Broward, (n.d.) Mobility International USA (2004).
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D. Ensure safety
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Programs need to analyze and address safety concerns that may be involved with including children with disabilities including staff ratios, emergency procedures etc.
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Florida Dept of Education,(2001);
National Program for Playground Safety (n.d.)
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E. Orient and training staff
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All staff training needs an inclusion component; additional training needs to be available on social/emotional growth; identify go to person for questions on inclusion
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Germ & Schleien, (1997); Mulvihill et al., (2004); Montgomery and Kazin (n.d.); Schleien (1993).
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F. Create Individualized Inclusion Plan
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Programs need to gather information from parents, school on goals and needs, and develop a plan for meeting the support needs
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Mulvill et al, (2004);Schleien, (1993); Gern and Schleien (1997); Klitzing and Wachter (2005); Wachter and McGowan, (2002).
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G. Provide materials, equipment and supplies
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Identify materials and supplies that would assist with specific children; make sure that staff understand the use and that materials are actually used.
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Klitzing and Wachter, (2005); Wachter and McGowan, (2002.
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H. Market Inclusion
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Programs need to build services to children with disabilities into their marketing plan, share success stories, include all children in recruitment materials, and build support among families of children without disabilities; communications in alternative formats
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Children Services Council of Broward, (n.d.);
Mobility International USA, (2004); Rogers, E. 1983; National Cancer Institute, (2002).
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I. Build alliances and partnerships
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Programs need to learn about agencies and resources that can assist with inclusion efforts, have formal and informal collaborative agreements.
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Children’s Services Council of Broward (n.d.); Sofaer S, et al. (1998) ; Mulvihill et al, (2004);
Germ and Schleien, (1997).
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J. Provide Family Support
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Make sure families understand and contribute to the program, refer families to other resources, give parent of children with and without disabilities opportunities to get to know each other.
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Summers, J.A., et al. (2005).
Kids Included Together, 2004(a),
Schleien, S. (ED) n.d. 381948)
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K. Determine program success
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Measure progress on inclusion goals, solicit staff parent and participant feedback
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Larner, M., Zippiroli, L. and Behrman, R.(n.d.)
Kids Included Together (2004b). Mulivill et al, (2004); Schleien, (1993).
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REFERENCES
ADA and Childcare Centers (n.d.) Retrieved July 2007 http://www.ada.gov/taman3.html
EmergencyPlanningStandardsforFloridasSchools.pdf
Germ, P. A., & Schleien, S. J. (1997). Inclusive community leisure services: Responsibilities of key players. Therapeutic Recreation Journal, 31(1), 22-37
Kids Included Together, (2004a).Partnering with Families” Together We’re Better: A Practical Guide to Including Children of all Abilities in Out of School Time Programs. Kids Included Together, San Diego, p 61-71,
Kids Included Together, (2004b) Measuring the Outcomes. Together We’re Better: A Practical Guide to Including Children of all Abilities in Out of School Time Programs. San Diego, p 83-95.
Larner, M., Zippiroli, L, Behrman, R., (n.d.) When School Is Out: Analysis and Recommendations.
Harvard Family Research Project. Retrieved from website 7/07 www.futureofchildren.org
Mulvihill, B. A., Cotton, J. N., & Gyaben, S. L. (2004). Best practices for inclusive child and adolescent out-of-school care: A review of the literature. Family Community Health, 27(1), 52-64.
National Cancer Institute, (2002). Make Health Communication Programs Work. U.S. Dept. of Health and Human Services. Pub. No. 02-5145.
Rogers, E.M. (1983). Diffusion of Innovation. 3rd Ed. New York: The Free Press.
Scholl, K., Dieser, R., & Davidson, A. (2005). Together we play: An ecological approach to inclusive recreation. Unpublished Manuscript, University of Northern Iowa.
Schleien, S. (1993). Access and inclusion in community leisure services. Parks and Recreation, 28(4), 66-72.
Schleien, Stuart (ED) n.d. Powerful Partnerships: Parents & Professionals Building Inclusive Recreation Programs Together. ERIC Clearinghouse document 381948, retrieved July 2007.
Smith J and Davidson A., (2005).Agency readiness to provide inclusive recreation and after-school services for children with disabilities. Therapeutic Recreation Journal; 39(1), 50.
Smith, Austin, Kennedy, Lee and Hutchison (2005). Inclusive and special recreation: Opportunities for persons with disabilities (5th ed.). Boston: McGraw Hill. p. 81
Summers, J.A., Hoffman, L., Marquis, J., Turnbull, A., Poston, D., & Nelson, L. (2005). Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72(1), 65-83.
Sofaer, S., Woolley, S. F, Kenney, K. A., Kreling, B. & Mauery, D. R. (1998). Meeting the Challenge of Serving People with Disabilities: A Resource Guide for Assessing the Performance of Managed Care Organizations. U.S. Department of Health and Human Services. Retrieved January 20, 2006, from http://aspe.hhs.gov/daltcp/reports/resource.htm#two
Wachter, C.J & McGowan, A.L. (2002). Inclusion practices of special recreation agencies in Illinois. Therapeutic Recreation Journal, 36, 172--185
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