Our Work

Since 1997, Kids Included Together has helped child and youth development organizations and schools create and sustain inclusive practices. We’ve trained over 130,000 individuals in more than 600 organizations in all 50 states and 13 countries.

Partnerships for Inclusion

Boys and Girls Club of America Logo
CYP Child and Youth Programs Air Force Services Logo
United States Army Child & Youth Services Logo
Marine and Family Logo
Navy CYP Child & Youth Programs Logo
National AfterSchool Association Logo


Over the past twenty years, KIT has partnered with hundreds of child and youth-serving programs to implement inclusive policies and practices.

4-H Logo
21st Century logo
Girl Scouts Logo in green
Telamon Corp Logo
Playworks Logo
Utah Afterschool Network Logo
Oregon Ask Logo. Expanded Learning Partnership
Wyoming Afterschool Alliance logo
Farm Institute logo
AlphaBest Educaiton logo
    • Boys & Girls Clubs
    • Parks and Recreation Departments
    • US Military Child & Youth Programs
    • Child Development Centers
    • School Districts

KIT also partners with many additional organizations: child development centers; preschools; museums; theater and dance companies; aquariums and zoos; police activity leagues; child development centers; and many more.

In addition to our best-in-class training and support programs, we also develop materials and resources to support inclusion.


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Theory of Change

 A mission-driven organization uses a Theory of Change to articulate the thinking behind their processes and programs, and how their interventions lead to results. The KIT Theory of Change is designed to create individuals and leaders who are advocates for the needs of all children, and who will create inclusive, accessible communities.


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KIT Learning Outcomes

KIT seeks to help all learners develop the following core knowledge, skills, competencies, and habits of mind through in-person training, website content, customized programs, consultation, and activities.


Learners examine their feelings, values, and attitudes toward children with disabilities and other needs as a means for integrating new patterns of personal, social, and emotional behaviors that support inclusion.

  • Identify questions, problems, and issues related to the inclusion of children with disabilities.
  • View children with and without disabilities from a strength-based perspective.
  • Describe behavior as communication.
  • Consider behavior challenges as an opportunity to teach skills.
  • Value inclusive programs.


Learners identify needs, adjust their interaction styles, environments, activities, and materials to support inclusion, and evaluate the effectiveness of their adjustments.

  • Assess the physical, sensory, and social-emotional environment in inclusive settings.
  • Summarize the needs of individuals and groups of children.
  • Make adjustments to personal interaction style, as well as the environment, activities and materials to better support individual and group needs.
  • Develop plans to support effective communication, positive behavior, and social connections among children and youth.
  • Implement and evaluate the effectiveness of accommodations and support plans.


Learners effectively communicate ideas and opinions about inclusion with various program and community members.

  • Describe the benefits of inclusion for children, families, programs, and the community.
  • Identify further opportunities to foster community awareness around inclusion.

Financials and Audits

Kids Included Together is a registered 501(c) 3 private, nonprofit organization.