Kids Included Together is a center of excellence on disability inclusion. We specialize in providing leadership, best practices, training and support to people and organizations who serve children.
Partnerships for Inclusion
Over the past twenty years, KIT has partnered with hundereds of child and youth-serving programs to implement inclusive policies and practices.
- 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.
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.
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.
ILO #1: SUPPORT
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.
ILO #2: ADJUST
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.
ILO #3: ADVOCATE
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.