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## Other Youth Topics

## Breadcrumb

            -  Youth Topics 
            -           Inclusion and Accessibility      

# Inclusion and Accessibility

## Inclusion

Disability inclusion means that individuals with disabilities have the opportunity to participate in every aspect of life to the fullest extent possible. These opportunities include participation in education, employment, public health programming, community living, and service learning.1 Including people with disabilities in everyday activities and encouraging them to have roles similar to their peers who do not have a disability is important for building the capacity of youth, especially youth with disabilities, and making society more inclusive for all individuals.

It is important to note that one part of inclusion involves creating true accessibility, rather than simply providing accommodations. A way to accomplish this is through universal design, which includes designing products and environments to be useable to the greatest extent possible by everyone, regardless of age, ability, or status in life.

## Accessibility

While accommodations will always be necessary in some capacity, universal designs and true accessibility lessen the burden of constantly needing to request and push for having access needs met.
                      - An  accommodation  is a change that is made so that a person with a disability is able to fully participate.
                      - Accessibility  means having a place, environment, or event that is set up from the start to be accessible to all individuals. 2

When creating true accessibility, there are a variety of factors to consider. These include, but are not limited to, the following definitions: 3
                      - Accessible Spaces:  Ensuring that each room that may be needed (including restrooms) is accessible by wheelchair and mobility aid users. Consider other mobility issues as well (e.g., steepness of slopes, height of buzzers, access to seating, distance of parking from destination, heavy doors).
                      - Format:  There should be both visual and non-visual items available for use.
                      - Interpretation:  Especially for events, there should be American Sign Language (ASL) interpretation and CART 4  captioning available, which often involves booking these services significantly in advance.
                      - Language:  Avoid language that operates on ability assumptions, such as “I need everyone to stand now.” Instead, try “If you are able, please stand with me.”
                      - Lighting:  Certain types of light can trigger some disabilities (such as seizure disorders), so it is important to either avoid fluorescent lighting, strobe lights, and flash photos, or warn people significantly ahead of time.
                      - Restrooms:  There should be restrooms that are both physically accessible and designated as gender neutral, which is both inclusive for members of the  LGBTQ  community and for people who may have caregivers accompany them.
                      - Separate Spaces:  Access to quiet space for those with sensory needs is an important form of inclusion.
                      - Transportation:  Paratransit or other services may need to be arranged/offered. If transportation cannot be provided then it is even more important to offer video options.
                      - Video Options:  Live streaming or video conferencing availability can help include those that may not be able to make the event for reasons related to disability, or for any other potential reason.
                      - Written Materials:  It is important that all written materials are provided in an accessible format.

Although this list is extensive, it does not cover every strategy for ensuring accessibility. There will be few times when accessibility is absolutely perfect, so it is important to be transparent about all potential barriers and to be flexible when new access needs are brought to attention.

## Person-First Language

Respecting the inherent worth, dignity, and multiple talents of all people includes speaking and writing respectfully and appropriately about an individual with a disability. Person- or people-first language emphasizes the person first not the disability.

For example, when referring to a person with a disability, refer to the person first to acknowledge that the person is defined by more than their disability alone. You can use phrases such as:
                      - “a person who ...,”
                      - “a person with ...”, or
                      - “person who has ...”

## Resources

**Federal Agency Employment Strategies: A Framework for Disability Inclusion****(PDF, 34 pages)**This framework developed by the Office of Disability Employment Policy, U.S. Department of Labor lays out strategies and practices to promote the hiring and inclusion of people with disabilities. The section titled, “Special Initiatives for Youth with Disabilities,” provides examples of current, up-and-coming, and emerging personnel strategies and practices in relation to initiatives for youth with disabilities.

**Searchable Online Accommodation Resource (SOAR)**SOAR is a searchable online database provided by the Job Accommodation Network (JAN) and is designed to let users explore various accommodation options for people with disabilities in work and educational settings. It is a service provided by the Office of Disability Employment Policy, U.S. Department of Labor.

**United States Access Board**The U.S. Access Board is a federal agency that promotes equality for people with disabilities through leadership in accessible design and the development of accessibility guidelines and standards for the built environment, transportation, communication, medical diagnostic equipment, and information technology.

## References

1 Centers for Disease Control and Prevention, 20152 National Collaborative on Workforce and Disability, n.d.-a3 Job Accommodation Network, n.d.; National Collaborative on Workforce and Disability, n.d.-b; Employer Assistance and Resource Network on Disability Inclusion, 20174 CART captioning stands for Communication Access Realtime Translation, which means that a certified CART provider simultaneously translates a speech to text as the speech is being delivered.

## Other Resources on this Topic

### Agencies 

                          - Administration for Children and Families
                          - Office of Disability Employment Policy, Department of Labor
                          - Office of Special Education and Rehabilitative Services
                          - Office of Special Education Programs

### Announcements 

                          - “Let’s Rise” Initiative
                          - 25th National Conference on Mental Health Services Research (MHSR): Transforming Challenges into New Opportunities
                          - Inclusive Internship Programs: A How-to Guide for Employers
                          - Report: Children’s Mental Health: Understanding an Ongoing Public Health Concern
                          - Report: Use of Supports Among College Students with Disabilities and Special Needs
                          - Resource: Addressing Diabetes and Depression in the School Setting
                          - Resource: Attention-Deficit/Hyperactivity Disorder
                          - Resource: Auxiliary Aids and Services for Postsecondary Students with Disabilities
                          - Resource: BAM! Body and Mind Classroom Resources for Teachers
                          - Resource: Behavioral Health Beneficiary Survey
                          - Resource: Broadband Access Landscape
                          - Resource: Children In Disasters Emergency Kit Checklists
                          - Resource: Children on the Autism Spectrum: Search Protocols and Questionnaire for First Responders
                          - Resource: Deaf 101
                          - Resource: Deaf, Hard of Hearing, Hearing Loss
                          - Resource: Dear Colleague Letter on General Supervision Responsibilities
                          - Resource: Digital Citizenship: Adapted Lessons for Youth with Intellectual and Developmental Disabilities
                          - Resource: Disability Inclusion
                          - Resource: Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools
                          - Resource: English Learners with Disabilities
                          - Resource: Epilepsy
                          - Resource: Epilepsy at School
                          - Resource: Equity in Education Dashboard
                          - Resource: Factors Associated with Bullying Victimization and Bullying Perpetration in Children and Adolescents With ADHD: 2016 to 2017 National Survey of Children’s Health
                          - Resource: Fast Facts: Children Identified with Intellectual Disability
                          - Resource: Fast Facts: Students Identified with a Traumatic Brain Injury
                          - Resource: Going Back to School After a Major Burn Injury
                          - Resource: Health Equity Guiding Principles for Inclusive Communication
                          - Resource: Health Literacy in Schools
                          - Resource: IDEA Website
                          - Resource: Integrating K-12 Students with Disabilities into School Emergency Management Planning
                          - Resource: Interconnecting Mental Health and Behavioral Support Improves School Safety
                          - Resource: Key Considerations for Educational Leaders
                          - Resource: Key Topics for Families
                          - Resource: Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children
                          - Resource: Myths and Facts Surrounding Assistive Technology Devices and Services
                          - Resource: Office of Special Education Programs Technical Assistance Network
                          - Resource: Online Mental Health Resources
                          - Resource: Preventing Suicide Requires a Comprehensive Approach
                          - Resource: Returning to School After Traumatic Brain Injury
                          - Resource: Sexual Health Resource Toolkit for Parents and Caregivers of Youth with Intellectual and Developmental Disabilities
                          - Resource: State-Level Estimates of the Prevalence of Parent-Reported ADHD Diagnosis and Treatment Among U.S. Children and Adolescents, 2016 to 2019
                          - Resource: Supplemental Security Income (SSI) for Children
                          - Resource: The Impact of COVID-19 on College and University Students Who Self-Injure: Risks and Strategies for Mitigation
                          - Resource: Tip Sheets on Everyday Parenting Topics
                          - Resource: Tips for Caregivers Supporting Children on the Autism Spectrum
                          - Resource: Tourette Syndrome Education & Training
                          - Resource: Understanding Children on the Autism Spectrum: A Guide for First Responders
                          - Resource: Youth Advisory Councils
                          - Resource: Youths with Intellectual and Developmental Disabilities in the Juvenile Justice System
                          - Share with Youth: Changing the Rules: A Guide for Youth and Young Adults with Mental Health Conditions Who Want to Change Policy
                          - U.S. Department of Education Disperses Funds to Support Parents of Children with Disabilities
                          - Webinar Series: New Evidence for Career and Technical Education
                          - Youth Voices Have Moved to YE4C

### Departments 

                          - U.S. Department of Health and Human Services

### Feature Articles 

                          - Add Us In
                          - Connecting Partners and Resources to Prepare Youth for Careers: A Federal Partners in Transition Webinar
                          - Expanding Access to Health Care Services and Work-Based Experiences for Youth with Chronic Health Conditions and Disabilities
                          - Federal Partners in Transition
                          - Federal Schedule A Hiring Authority Fact Sheet: Tips for Youth and Young Adults with Disabilities Interested in Starting a Career with the Federal Government
                          - Inclusive Internship Programs: A How-to-Guide for Employers
                          - Just Launched! Redesigned YE4C
                          - Soft Skills to Pay the Bills
                          - Training Young Adults How To Save At Work

### Programs 

                          - Federal TRIO Programs

### Publications 

                          - An Interview With Dr. Temple Grandin
                          - Disability Employment 101
                          - Information on Individualized Learning Plans
                          - Social Security Benefits For Children With Disabilities
                          - Soft Skills to Pay the Bills: Mastering Soft Skills for Workplace Success
                          - Special Education and the Juvenile Justice System

### Resources 

                          - Celebrating the 25th Anniversary of the ADA
                          - Department of Education "Dear Colleague" Letter on Braille
                          - Directory of Community-Based Organizations Serving People with Disabilities
                          - EEOC Joins Federal Partners in Creating New Guide on Hiring People with Disabilities
                          - Final Regulations: Improving the Academic Achievement of the Disadvantaged; Assistance to States for the Education of Children With Disabilities
                          - Guidance: Raising Awareness on Specific Learning Disabilities
                          - Healthy Transitions: A Pathway to Employment for Youth with Chronic Health Conditions and Other Disabilities
                          - Individuals with Disabilities and Others with Access and Functional Needs
                          - Information for Educators on Communicating With Students With Disabilities
                          - Know It 2 Own It: Helping People with Disabilities Access Middle Class Careers
                          - NDTAC Fact Sheet: Youth with Special Education Needs in Justice Settings
                          - Office of Disability's Guide to Emergency Preparedness
                          - Report: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities
                          - Report: Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education
                          - Report: System of Least Prompts
                          - Reports: Autism and Developmental Disabilities Monitoring Network
                          - Resource: Benefits for Children with Disabilities
                          - Resource: Civil Rights of Students with ADHD
                          - Resource: Education of Children with Disabilities Attending Public Virtual Schools
                          - Resource: Ensuring Equity and Providing Behavioral Supports to Students with Disabilities
                          - Resource: IDEA Website
                          - Resource: Improving Outcomes for Youth with Disabilities in Juvenile Corrections
                          - Resource: National Dialogue with Youth People with Disabilities
                          - Resource: Personal Competencies for College & Career Success
                          - Resource: Workforce Recruitment Program (WRP)
                          - Resource: Youths with Intellectual and Developmental Disabilities in the Juvenile Justice System
                          - Share with Youth: A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
                          - Share with Youth: Workforce Recruitment Program for College Students with Disabilities (WRP)
                          - Supplemental Security Income (SSI) for Children

### Technical Assistance 

                          - Center for Effective Collaboration and Practice: Schools and Special Education
                          - Federal Resource Center for Special Education
                          - IDEA Partnership
                          - National Center on Accessible Instruction Materials
                          - National Center on Secondary Education and Transition
                          - National Center to Improve Practice
                          - National Clearinghouse on Families and Youth (NCFY)
                          - National Collaborative on Workforce and Disability
                          - National Consortium on Deaf-Blindness
                          - National Dissemination Center for Children with Disabilities
                          - National Dropout Prevention Center for Students with Disabilities
                          - National Network for Child Care
                          - National Post-School Outcomes Center
                          - National Secondary Transition Technical Assistance Center
                          - PACER Center's Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project
                          - Technical Assistance ALLIANCE for Parent Centers National Office, PACER Center
                          - The National Center on Education, Disability, and Juvenile Justice (EDJJ)

### Tools & Guides 

                          - Best Practices Guide on Mentoring Youth with Disabilities
                          - Charting the Course: Supporting the Career Development of Youth with Learning Disabilities
                          - Guide to Community Preventive Services
                          - Tunnels and Cliffs: A Guide for Workforce Development Practitioners and Policymakers Serving Youth with Mental Health Needs

### Webinars & Presentations 

                          - Webinar: NDTAC Examines the Provision of Free Appropriate Education for Youth With Disabilities in Juvenile Secure Care

### Websites 

                          - Americans with Disabilities Act
                          - National Council on Disability
                          - Resource: Disability and Apprenticeship
                          - The Campaign for Disability Employment

### Youth Topics 

                          - Disabilities

## Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities
Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).

## Main navigation

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- Inclusion and Accessibility
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- Special Populations
- References

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### Announcements

Resource: Children In Disasters Emergency Kit Checklists

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Resource: Myths and Facts Surrounding Assistive Technology Devices and Services

### Feature Articles

Just Launched! Redesigned YE4C

Connecting Partners and Resources to Prepare Youth for Careers: A Federal Partners in Transition Webinar

Inclusive Internship Programs: A How-to-Guide for Employers

### Publications

Social Security Benefits For Children With Disabilities

Special Education and the Juvenile Justice System

Soft Skills to Pay the Bills: Mastering Soft Skills for Workplace Success

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Supplemental Security Income (SSI) for Children

Report: System of Least Prompts

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