Minneapolis Community Education Inclusion Support: Youth and Adults Disability Access Services

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1 Minneapolis Community Education Inclusion Support: Youth and Adults Disability Access Services Background People with disabilities are protected by law to be included in Community Education programs. We follow district policy for inclusion support. There are often challenging decisions related to what constitutes altering the essential nature of the program or what imposes an undue burden on the program. Inclusion support addresses legal requirements and promotes safe, successful participation of all students. Essential eligibility factors may include: capacity, fees, conduct, age, residency, gender, and minimum competency. Reasonable accommodations are designed to make it possible for the person with a disability to meet essential eligibility requirements. Inclusion Support is offered to youth and adults who specify a disability or medical condition. Follow procedures on the Inclusion Form. Deb Clark provides leadership for inclusion support in Community Education Programs. Deb Clark communicates with Colleen Sanders, Manager of Community Education Programs, when critical questions/issues arise. Coordinator Role for Inclusion Support: - Follow Inclusion Support protocol - Communicate with site K-12 teachers - Coordinate implementation of the inclusion plan - Locate an inclusion aide - Communicate with community education teacher - Communicate with bus driver for transportation needs - Observe and reflect upon the implementation of the inclusion plan - Contact Deb Clark when questions/issues/concerns arise Accommodations: Accommodations support program participation. Program eligibility factors are the same for all participants. - Interpreter - Inclusion aide - Accessible location - Adaption of activity - Assistive equipment - Brief the community education teacher with student information - Documentation of student participation successes/issues

2 Inclusion Phone Script - Please use this script when a call comes to your office about special needs support (disability or medical condition). Thank you for your interest in Community Education. My name is and I am the Coordinator at. Minneapolis Community Education has an Inclusion Support Process. Would you have a moment to answer a few questions? Ask the parent/guardian for the information on Inclusion Form Part A. Thank you so much. We should be getting back to you with more information within the next three days.

3 Minneapolis Community Education Programs Adult Inclusion Support Deb Clark, Access Specialist , Everyone has access to our programs Yes We Can is our guiding principal Use this Inclusion Form when the adult student: 1) has a special need or medical condition identified on the registration; 2) requests accommodations Part A: Complete the day registration comes into the office to Deb Clark Coordinator: Student Name: School: Student Class Choices and Days: Start Date(s) # of Weeks Time: CE Teacher Name: Teacher Part B: Inclusion Support Steps The day registration comes in, 1) Complete Part A and to Deb Clark 2) save space in class Deb Clark reviews Inclusion Form and contacts coordinator for additional input Deb contacts the adult student Deb contacts other support contacts if indicated Deb s updated Inclusion Form with progress notes and advises CE site coordinator of the Inclusion Plan Deb sends Colleen budget projections Site coordinator Implements Inclusion Plan or follows steps for non-participation Additional progress notes during the Inclusion participation

4 Minneapolis Community Education Programs Inclusion Support Deb Clark, Access Specialist , Everyone has access to our programs Yes We Can is our guiding principal Use this Inclusion Form when the student: 1) has a special need or medical condition identified on the registration; 2) has an IEP, 3) uses special education bus; 4) has an aide to assist participating in a mainstreamed class; 5) receives pull-out special education for 2+ hours per day Part A: Complete the day registration comes into the office to Deb Clark Coordinator: Student Name: Parent Name: Grade: School: Parent Class Choices and days: Start Date(s): # of Weeks: Time: Special Ed. Teacher: Regular Ed Teacher: Special Education Bus: yes no Part B: Inclusion Support Steps The day registration comes in, 1) Complete Part A and to Deb Clark 2) save space in class Deb Clark reviews Inclusion Form and contacts coordinator for additional input Deb contacts student s Special ed. Teacher/Reg. ed. Teacher Deb/Coordinator/Interpreter contacts parent/guardian in their language Deb s updated Inclusion Form with progress notes and advises CE site coordinator of the Inclusion Plan Deb sends Colleen budget projections Site coordinator Implements Inclusion Plan or follows steps for non-participation Additional progress notes during the Inclusion participation

5 Minneapolis Community Education INCLUSION INTERVIEW ASSESSMENT FORM Youth For Parents/Guardians: 1. Briefly describe the Community Education program to the parent/guardian of the registering youth with a disability: Program; Schedule; and Staff 2. Ask the parent/guardian: a. Would your child be successful on a regular ed. bus following the after school program? (Behavior and safety at bus stop vs. door to door service). If not, are you willing to pick up your child after the Community Education? b. What tips do you have for the Community Education teacher to make the experience more successful? a. What support needs does your child have to successfully participate in this program? (e.g. medical, safety, mobility, social, communication)? b. How do you let your child know they are doing well? What type of encouragement or reward appeals to your child? c. Is there anything else we should know about your child? For Special Ed/Regular Ed. Teachers: a. Would the student be successful on a regular ed. bus following the after school program? (Behavior and safety at bus stop vs. door to door service). If not, would the parents be willing to pick up their child after the Community Education class? b. Will the student be successful without an aide for inclusion? Describe c. What tips do you have for the Community Education teacher to make the experience more successful? d. Is there anything else we should know about this student? For Community Ed. Coordinators/Staff: After reviewing the Inclusion Plan a. Have you made the request for a regular ed. bus stop for the student? b. Have you shared the teacher suggestions from the Inclusion Plan with the Community Education teacher? c. Have you hired an aide if indicated? d. Is there any further communication that would be helpful with the student s parents? e. Do you have any further questions/concerns?