1. Building Inclusive Community Practices

Think about a time when you felt excluded from a group. Maybe it was your friend group sharing an experience that you weren’t part of, or you were the new team member at work and you didn’t have anyone to talk to during the coffee break. Maybe you weren’t familiar with the language, or you weren’t sure exactly what to do or how to act in a setting where you couldn’t communicate. We’ve all had these feelings of exclusion and can remember that it didn’t feel good.

Of course, with teens and pre-teens it’s no different. In this video, we’ll begin by describing what inclusive communities are. Then we’ll talk about a few strategies to create inclusive communities, including authentically welcoming all children and families and getting to know your community. Finally, we’ll see two different examples of Elaine, a high schooler attending art class, and reflect on the differences in her experiences.

Let’s get started. We know that children with disabilities are often excluded in formal and informal ways. They might be ignored when trying to join a group of children playing at a neighborhood park, or their caregivers may be told that they can’t join a community swim class because the instructor doesn’t speak the family’s home language.

In inclusive communities, we want each learner and family to feel like they belong every time they walk through our doors. An inclusive community is a group or environment that embraces and values the diversity of its members. In inclusive 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.

Next, let’s look at some strategies to create inclusive communities. Building inclusive communities begins with authentically and intentionally welcoming every child and family into the environment. Imagine how it feels to enter a party alone—maybe you’re nervous, not sure what to expect, or you even consider leaving. Then someone approaches you and warmly says, “Welcome, I’m so glad you’re here.” Inclusive communities are built by making everyone feel accepted and comfortable to be in our space.

To do this, we should try to get to know the different members of our community—across staff, children, families, and other people who might be involved. What languages do they speak? How do they like to communicate? What are their support needs? How can our program meet these needs? What are their likes and dislikes? What priorities do caregivers have for their learners when joining our group, class, or space?

Getting answers to these questions gives us the information we need to create an inclusive space where everyone feels comfortable, welcome, and like they belong. But how can we get this information from members of our community? There are so many different ways we all like to communicate, so consider the range of options families and children have for sharing their thoughts.

You might create an online survey that can be sent via email and through a link in a text message or a QR code. Maybe families can share their thoughts on a sticky note that can be added to a large piece of paper taped up in the lobby. Or perhaps you ask families through informal conversations in person, over the phone, or via text message. Of course, we need to ensure things are translated into families’ home languages and accessible in a variety of ways.

The specific questions you ask will depend on your program and the work you do with children and families, but might include things like: What does an inclusive community mean to you? How can our program be more inclusive? What’s missing from our program? What can our program do better to make children feel welcome, safe, and comfortable? You can find examples as part of this lesson’s associated resources.

As someone working with teens and pre-teens, consider how you make them feel comfortable and welcome across the day. Let’s look at two examples and reflect on what’s different about them.

It’s Elaine’s first day of a creative drawing class at her local community center. While she feels very excited, her dad, Ken, feels nervous. Elaine has never participated in a group class like this and sometimes isn’t able to communicate in ways people outside her family can understand due to her disability. She can also be slow to warm up in new places and with new people.

They walk into the community center and they’re not sure where to go. There aren’t any signs directing them to the art room. Elaine and Ken walk down the hallway and still can’t find the class. They finally see an open door and enter a room where there are some other children, art supplies, and a teacher. The teacher doesn’t say anything to them, and Ken isn’t sure this is the right class. The teacher turns on some music and says, “It’s time for art! Everyone find a seat and get out your sketchbook.”

Elaine freezes and stays next to her dad and doesn’t want to join the others. The teacher doesn’t say anything to her and begins the class. Elaine watches from the side but doesn’t join. Ken feels awkward, disappointed, and frustrated. He thinks Elaine would love the class once she settles in, but wishes the teacher would help her get started.

Now let’s explore a different story for Elaine and Ken. Prior to the first class, May, the teacher, emailed families information about the class, a map to the room from the community center entrance, and links to a video introducing herself and a video tour of the art studio. May also shares a form inviting families to discuss their child’s support needs and asks, “What would you like your child to learn from this drawing class?”

Ken shares that Elaine has a communication delay and can be slow to warm up, and that he just wants her to feel comfortable and have fun. When Elaine and her dad arrive, they notice a bright sign on the entrance that says, “Welcome to Creative Drawing! Join us in Room 114,” written in English, Spanish, and Vietnamese, with an arrow pointing the way.

They walk down the hall and into the room and are greeted by May. Elaine recognizes her from the video as well as the space in which they’re meeting. May walks over to Elaine and warmly says, “Hi Elaine, I’m so glad you’re here. Can I introduce you to the rest of the group?” and leads her over to a table where a few other teens are seated.

May greets each of them by name and invites everyone to join her in reviewing the class schedule and the guidelines for being in the art studio. May then invites each person to introduce themselves and share their favorite art medium. Elaine looks over at Ken with a big smile. He is relieved and so proud of Elaine for starting this new class.

These two examples provide us with very different outcomes for a child and family and two contrasting examples of an inclusive community. In the first example, no one welcomes Elaine and Ken and helps them feel included. No one asks about their preferences or support needs or even greets them when they arrive.

In the second example, we see a teacher share information about the class ahead of time. The teacher asks about any support needs for the learners and gets useful information about how to create an inclusive space where everyone can feel welcome. Then she warmly greets the family when they arrive and helps Elaine and Ken feel comfortable in a new space. These small things help Elaine feel included and welcomed, and she’s able to join the activity and have fun with peers in her community.

Building inclusive communities is all about making every child and family feel comfortable. But in order to do this, we need to understand the needs and priorities of the families, learners, and community members involved in our program. What could this look like in your program?