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NCHPAD - Building Healthy Inclusive Communities

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About the Authors and References


Author: Kerry Wiley, Program Research Specialist for the NYS Developmental Disabilities Planning Council (DDPC), earned a Masters of Social Work from the State University of New York at Albany and has worked in the disability field in research and program development for over 17 years. Kerry is an advocate for people with disabilities and has chosen to share her journey to walk device free, publicly, to demonstrate that there are a variety of non-traditional ways to conquer obstacles. Through research and non-traditional partnerships, she is working toward a long desired goal.

Contributing Author: Nora Niedzielski-Eichner, Executive Director of the New York State Afterschool Network, works to raise the profile of the OST field in New York and strengthen OST programs across the state, including promoting the importance of inclusion of youth with disabilities in afterschool, expanded learning, and out-of-school time opportunities.
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[1] The Hours of Opportunity: Key Elements of Out-of-School Time System Building.
(2011, September 12).
[2]Helping Youth Succeed Through Out-of-School Time Programs American Youth Policy Forum (2006).
[3] Afterschool Alliance.  (2014). America After 3PM. Washington, DC: Afterschool Alliance. Retrieved November 1, 2014, from http://www.afterschoolalliance.org/AA3PM/.
[4] Afterschool Alliance.  (2014). America After 3PM. Washington, DC: Afterschool Alliance. Retrieved November 1, 2014, from http://www.afterschoolalliance.org/AA3PM/.
[5] Afterschool Alliance.  (2014). America After 3PM. Washington, DC: Afterschool Alliance. Retrieved November 1, 2014, from http://www.afterschoolalliance.org/AA3PM/.
[6] Eriksson, L., Welander, J., & Granlund, M. (2007). Participation in Everyday School Activities For Children With and Without Disabilities. Journal Of Developmental & Physical Disabilities, 19(5), 485-502. doi:10.1007/s10882-007-9065-5
[7] Kleinert, H. L., Miracle, S. A., & Sheppard-Jones, K. (2007). Including Students With Moderate and Severe Disabilities in Extracurricular and Community Recreation Activities. Teaching Exceptional Children, 39(6), 33-38.
[8]  Kleinert, H. L., Miracle, S. A., & Sheppard-Jones, K. (2007). Including Students With Moderate and Severe Disabilities in Extracurricular and Community Recreation Activities. Teaching Exceptional Children, 39(6), 33-38.
[9] Kleinert, H. L., Miracle, S. A., & Sheppard-Jones, K. (2007). Including Students With Moderate and Severe Disabilities in Extracurricular and Community Recreation Activities. Teaching Exceptional Children, 39(6), 33-38.
[10] Afterschool Alliance and Metlife Foundation. (2014) Afterschool In Action:
Promoting Middle School Success Through Innovative Afterschool Programs. Washington, D.C.: Afterschool Alliance. 23-35. Retrieved November 1, 2014, from http://afterschoolalliance.org/documents/2014_MetLife_Compendium.PDF.


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