Selecting an Inclusive Program- Tips for Parents

If you are a follower of the work of Kids Included Together (KIT), then you know that we exist to support child development, recreation and youth enrichment programs in including children with and without disabilities. All of our focus goes toward training people who work in these kinds of programs on how to make accommodations so that a child can be successful in the YMCA, Boys & Girls Club or any other out-of-school time program. It’s not about changing the child; it’s about increasing the ability of the adult who is providing the service. Most often the work begins with facilitating an attitude shift. I often say that what we do is help flip that little switch in someone’s brain that tells them that of course they can support a child with cerebral palsy in their after school program. Once the right attitude is there, the barriers fall away and the person becomes focused on creating an inclusive environment. It’s invigorating work. I could go on and on for days about it (just ask my husband!). But you don’t have that kind of time, and today I’d like to look at the other side of the inclusion equation. Families. While we focus on helping child and youth development programs become more inclusive, it does not happen without families. It is a parent who finds the program, makes the inquiry and ultimately decides whether or not to enroll. At KIT it is our fervent desire that more and more parents of children with disabilities will seek to enroll in inclusive programs, and that hopefully knowing organizations like KIT exist will increase their confidence in doing so. To that end, I’d like to offer this post up to parents. If you are beginning to look for a program, whether it’s pre-school, after school, day camp or dance class, here is a list of things to look for and questions you can ask before enrolling in a program:

What to Look for in a Program

1.     Quality first! Programs that are of high quality are programs that can serve children with and without disabilities. Different programs use different quality rating scales, but when you visit you should see evidence of quality (environments, ratios, staff, daily routine, etc). If you are unfamiliar with the aspects of a quality child or youth program, you can ask what accreditation or rating scale the program utilizes. Most are available online.

2.     Is there evidence of a commitment to inclusion? This could be the atmosphere/feeling you get when you visit or call, website and print materials that convey an inclusive mission statement or photos representing diversity. When you speak with administrators or staff members at the program do they use person-first language?

3.    Do you get a sense of an inclusive attitude among the staff you meet? When you are inquiring or enrolling does the staff ask you about your child’s interests, strengths and gifts? Do they ask about your goals for your child in the program? If you are there with your child do they address questions to just you, or do they also speak directly to your child?

5 Questions to Ask

1.    Can I come visit the program when it is in session? It’s important for you to see the program setting when there are children there. A Boys & Girls Club is a whole different place at 10am than it is at 4:00pm. If you are going to be able to tell the staff where your child might need accommodations or extra support, you’ll need to see the program in action and understand the activities, routine and schedule. You also want to see if children are included together in natural environments. Do you see evidence of inclusion?

2.    What systems do you use to communicate with the parents? It can be challenging for program staff to share difficult information with parents. Having a regular method of communication (using a daily journal, email or end-of-day chat, for instance) can help. Be sure you let the program know how you would like to be communicated with, how often and when it is OK to get a call when the child is in the program (Emergencies only? Or is it OK for your child to call you when she needs soothing?). Planning for the communication method on the front-end can save a lot of pain and misunderstanding later on.

3.    Do you have a network of community collaborators? What are the organization’s key partnerships? Have they reached out to local disability organizations? Are they dialed into local social service agencies or resources available from county government?

4.    Does your staff receive training on inclusion, diversity and disability? KIT’s research has shown that people who receive training on inclusion are much more likely to make accommodations for children with disabilities and are also much more likely to see inclusion as their professional responsibility. On-going access to training and information on inclusion for staff is a key indicator of a commitment to inclusion. If you encounter a program that does not offer their staff training on inclusion, you can always direct them to us at KIT.

5.    How do you measure a child’s success in the program? It’s important to know what the program sees as success. If the program is one that aspires to build skills (basketball camp, drama class, swimming lessons) do you get a sense that they will view success in the same way you do? Can they adapt their measure of success to your goals? For instance, some children will never swim in a pool without using floaties. Is the program able to measure successful participation in ways other than independent swimming?

Of course, each individual family will have specific needs and wants in selecting a program. The sensory environment may be of particular interest, or you may prioritize a stable workforce that has been in place a long time, depending on the specific needs of your child. It’s also important to select an activity that your child will enjoy doing and build on their strengths and interests. You are the expert on your child, and the people who will care for your child in the program need the information you have to offer. They may not know exactly how to ask for it, and they may appear hesitant at first. This doesn’t necessarily mean they aren’t equipped to care for your child. Developing a strong partnership between a parent and a program provider is important to creating a successful experience for a child. You are half of this important equation, and together you and the people you choose to teach and care for your child are responsible for creating memories that will last your child’s lifetime.

Inclusion is….a partnership between family and community.