1. Building Inclusive Community Practices

Think about a time when you felt excluded from a group. Maybe your friends shared an experience you weren’t part of, or you were the new team member at work, unsure of who to talk to during breaks. Perhaps you didn’t understand the language, or you weren’t sure how to act in a setting where you couldn’t communicate. We’ve all felt this way at some point, and it’s never pleasant. Children are no different.

In this video, we’ll start by describing what inclusive communities are. Then, we’ll explore strategies to create them—like authentically welcoming all children and families and getting to know your community. Finally, we’ll look at two different examples of Elaine, a 10-year-old attending a creative drawing class, and reflect on how her experiences differ. Let’s get started.

We know children with disabilities are often excluded in formal and informal ways. They might be ignored when trying to join a group at the park, or their caregivers may be told they can’t join a swim class because the instructor doesn’t speak their home language. In inclusive communities, we want every child and family to feel like they belong when they walk through our doors.

An inclusive community embraces and values the diversity of its members. In such communities, children and families from various backgrounds, identities, abilities, and perspectives feel welcomed, respected, and supported. Inclusivity goes beyond mere tolerance; it actively works to create an environment where all members can fully participate, contribute, and thrive.

Now, let’s look at strategies to create inclusive communities. Building inclusive communities begins by intentionally and genuinely welcoming each child and family. Imagine entering a party alone—feeling nervous and unsure. Then someone approaches and warmly says, “Welcome! I’m so glad you’re here.” Compare that to walking into a party where no one acknowledges you, leaving you wanting to turn around and go home. Inclusive communities make everyone feel accepted and comfortable.

To achieve this, it’s important to get to know the members of your community—staff, children, families, and others involved. What languages do they speak? How do they like to communicate? What are their support needs, and how can your program meet them? What are their likes and dislikes? What priorities do caregivers have for their children? These insights help us create spaces where everyone feels welcome and like they belong.

But how do we gather this information? People communicate in many ways. You might send an online survey via email, text, or QR code. Or perhaps families can share thoughts on sticky notes added to a board in the lobby. You could also have informal conversations in person, over the phone, or through text. Remember to translate materials into families’ home languages and make them accessible in various formats. The questions you ask will depend on your program, but might include: What does an inclusive community mean to you? How can we be more inclusive? What’s missing from our program? How can we make children feel more welcome and comfortable? Examples of such questions are provided in this lesson’s resources.

As someone working with children, consider how you can make them feel comfortable throughout the day. Let’s look at two examples and reflect on the differences.

It’s Elaine’s first day in a creative drawing class at her local community center. While she’s excited, her dad, Ken, feels nervous. Elaine sometimes struggles to communicate due to her disability, and she’s slow to warm up to new places and people. When they arrive, they aren’t sure where to go—there are no signs. After wandering, they find a room with children, art supplies, and a teacher. The teacher says nothing to them. Ken isn’t sure if this is the right class. The teacher simply says, “It’s time for art! Everyone, get out your sketchbooks.” Elaine hides behind her dad, and the teacher doesn’t acknowledge her. She watches from the side, not joining. Ken feels awkward and frustrated. He believes Elaine would love the class once she settles in but wishes the teacher would help her get started.

Now, let’s explore a different version. Before the first class, Mae, the teacher, emails families with class details, a map, and videos introducing herself and the studio. She also sends a form asking families about their child’s support needs and what they hope their child will learn. Ken shares Elaine’s communication delays and hopes she’ll feel comfortable and have fun.

When Elaine and Ken arrive, they see a bright sign saying, “Welcome to creative drawing! Join us in room 114!” written in multiple languages. Mae greets them warmly, kneeling to Elaine’s level and saying, “Hi Elaine! I’m so glad you’re here. Can I introduce you to the group?” She then leads Elaine to other children, shows everyone a visual schedule, and starts the lesson with a warm welcome. Elaine looks at Ken with a big smile, and he feels relieved and proud of his daughter.

These two stories offer contrasting outcomes for the same child and family. In the first, no one welcomes Elaine and Ken or helps them feel included. In the second, Mae takes steps to understand Elaine’s needs, offers a warm greeting, and helps her feel comfortable. These small actions make a big difference, allowing Elaine to join the activity and enjoy herself with her peers.

Building inclusive communities is all about making every child and family feel comfortable. To do this, we must understand the needs and priorities of those involved in our program. How will you do this with the families and children in yours?