ALL ABOUT INCLUSION

ASK A QUESTION!

If you don’t see the information you’re looking for in the list of questions below, please email your question to SNIP. We’ll get back to you with the answer, and then print the information in this section for future reference (all identifying information will be removed). To ask a question about inclusion, Contact us here.

1. What is a disability or special health care need?

The Federal Maternal and Child Health Bureau defines children and youth with special health care needs (or disabilities) as “those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally”

The Americans with Disabilities Act (ADA) defines an individual with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activity; has a record of such an impairment; or is regarded as having such an impairment.

2. What is inclusion?

Inclusion means that children and youth with disabilities or special health care needs are actively participating in recreational, social, educational, and developmental opportunities along with their peers without disabilities. Inclusive practices and opportunities focus on giving children and youth with disabilities access to a full range of activities related to their daily lives.

3. Who benefits from inclusion?

We all benefit from inclusion. True inclusion allows children and youth with disabilities to develop a sense of belonging through building relationships outside of their family, developing knowledge of support systems, and having regular access to their community. Inclusion also benefits people without disabilities by creating an atmosphere that values diversity and the wellbeing of all children and youth. It fosters the development of social skills for children with and without disabilities through interaction, collaboration, and peer learning. Inclusion also enhances self-esteem, and promotes acceptance, understanding, and friendship. Communities in which all children and youth are included are healthier, more balanced, and beneficial for all members.

4. What are the SNIP Inclusion Standards?

The SNIP Inclusion Standards (pdf) were developed by the SNIP Interagency Council to act as a guideline for agencies wishing to be more effective in including children and youth with disabilities into their programs. The Inclusion Standards provide a set of criteria for effective inclusion—both minimum and high quality—with indicators agencies can use to ensure they’re on the right track.

5. What is the ADA?

The ADA is the American with Disabilities Act, a comprehensive federal civil rights law that protects individuals with mental and physical disabilities from discrimination. The ADA prohibits discrimination in employment, state and local governments, public accommodations, public transportation and telecommunications. Prohibited actions under the ADA include: denial of participation, limits upon participation, segregation, retaliation or coercion (including interference, intimidation, or threats), charging parents of children with disabilities higher fees for complying with the law, and unnecessary inquiries about disability.

6. What is the Unruh Civil Rights Act?

The Unruh Civil Rights Act is a California State law that provides protection from discrimination to a variety of protected classes (race, color, religion, disability, etc) by all business establishments in California. Individuals must comply with both federal and state laws—whichever is more protective.

7. What is the IDEA?

The IDEA is the Individuals with Disabilities Education Act, an entitlement law that provides early intervention and special education services to children who qualify for them. The IDEA guarantees children with disabilities the same access to education as children without disabilities.

8. What is an IEP?

An IEP or “Individualized Education Program” is a mandated requirement of the IDEA and is required for any pupil in the public schools who is found eligible for special education and related services. As part of the IEP process, a plan is drafted containing the student’s present level of performance, indicators about ways the student’s disability influences participation and progress in the general curriculum, a statement of measurable goals, and a description of all modifications, supports, and services the child is entitled to. The IEP is updated annually.

9. What if our program is not equipped to effectively include children & youth with disabilities?

We often believe that if we’re not prepared to effectively include a child or youth with disabilities into our program then we have a responsibility to refer the child to a program that can better meet their needs. Unfortunately, there are no magical “other, better equipped” programs out there to refer children to. If a child or youth with a disability wants to attend your program, it’s up to you to become the better equipped program. The good news is that it’s much easier than you think! If you don’t feel confident, SNIP can help with free training and/or free technical assistance.

10. Can I refuse to serve a child or youth with a disability?

You cannot legally refuse to serve a child or youth with a disability in your program if it is possible to make whatever reasonable accommodations are necessary to the child’s participation. If, after an individualized assessment of the child or youth, you find that accommodating the child would not be “reasonable” and you have documented this, then you may offer suggestions for an alternative placement.

In rare cases, a person with a disability posing a significant risk to others may be excluded if the risk cannot be eliminated by modifications. This exception must take into consideration the nature, duration, and severity of the risk, and the probability that the potential injury will actually occur.

11. What is a “reasonable” accommodation?

What is reasonable will vary depending on the administrative and financial resources available to your program, the individual’s needs based on an individual assessment, and the accommodations requested. Some examples of “reasonable” accommodations are: rescheduling snack time to accommodate a child with diabetes, providing visual cues of transitions, assisting with a leg brace, or altering curriculum to accommodate a child’s particular learning needs or cognitive abilities. Reasonable modifications are necessary unless the changes would fundamentally alter the nature of the program. A fundamental alteration requires a high degree of change in the nature of the program and requires more than discomfort or inconvenience for staff, administrators, or other parents.

12. What if my building is not physically accessible?

The ADA requires that private programs located in structures built or renovated before January 26, 1992 undertake “readily achievable” architectural modifications. “Readily achievable” means that the modifications must be easily accomplishable and able to be carried out without much difficulty or expense. The budget and size of the program are taken into account when assessing an acceptable level of difficulty and/or expense. Some examples of potentially “readily achievable” modifications include placing grab bars in restrooms, widening doorways, rearranging furniture, providing a raised toilet seat, and installing permanent or temporary ramps.

13. Is there funding available to help with modifications to my site?

It is always a good idea to make modifications/accommodations a line item in your budget when requesting funding. Additionally, there is the Disabled Access Tax Credit available for those who incur expenses in order to comply with the ADA. The Mayor's Office on Disability (MOD) has established the "Reasonable Accommodation Fund" for non-profit agencies contracting with the city and county of San Francisco. The fund may pay from 75%-90% of the cost of accommodation on a one-time basis provided the agency commits to including a line item in their budget for the next fiscal year that is equal to or greater than the cost of accommodations for the year funded by MOD. For more information email MOD@sfgov.org.

14. How can I learn about different disabilities?

Support for Families of Children with Disabilities has a comprehensive library at their Open Gate Family Resource Center. You can drop in, or access the SFCD disability information packages on their web site.

15. I work with the family of a child with a disability. What resources can I refer them to in the community?

Again, Support for Families of Children with Disabilities offers comprehensive support services to families, including parent mentors, a toy lending library, a book lending library, support groups, special community events, and parent-professional workshops on a variety of disability-related topics. Their services are free. Their website also contains a wealth of information.

16. Where can I get support in working with a child or youth with a disability?

If you’re struggling to include a child or youth with a disability in your program, contact the Special Needs Inclusion Project. If your agency is in San Francisco, we can provide free training for you and/or your staff on a variety of inclusion and disability-related topics, or we can provide free on-site technical assistance such as mentoring and role modeling.