According to Stuart Schleien, Fredrick Green, and Charlsena Stone (1999), the concept of inclusion is a continuum of three levels of acceptance. The first level is known as physical integration. Physical integration is when a 'person's right to access is recognized and assured' (Schleien, et al., 1999). This level of inclusion was mandated by the Architectural Barriers Act of 1968, which stated that 'all buildings receiving federal funds to be made accessible to people with disabilities,' and expanded by the Americans with Disabilities Act, which mandated physical integration to all public facilities regardless of government funding (Schleien, et. al, 1999). Physical integration serves as a prerequisite to the other two levels of inclusion.

Four young friends with and without disabilities work together to clean up toys

The second level of inclusion is known as functional inclusion. Functional inclusion 'refers to an individual's ability to function within a given environment' (Schleien, et. al. 1999). The ADA mandates that recreation programs must provide accommodations for people with disabilities to give them the same enjoyment and success as those without disabilities (Bullock & Mahon, 1997, as cited in Schleien, et al. 1999). In order for functional inclusion to occur, staff must have adequate knowledge and resources to adapt activities appropriately.

Only once the first two levels of inclusion have been met, the final and highest level, known as social inclusion, can be achieved. Unlike the other two levels, social inclusion cannot be mandated. Instead, social inclusion, which is one's ability to gain social acceptance and/or participate in positive interactions with peers during recreation activities,' must be internally motivated (Schleien, et al. 1999). It is only by embracing inclusion as a value that this level can be achieved.