Maxie works one on one with a leisure facilitator to help him stay on task during swimming lessons

The Inclusion and Accessibility Services at the St. Paul JCC operate using a six-phase programming cycle. In this model, the CTRS does not work directly with clients, but facilitates the integration of individuals with disabilities through training and supervising inclusion staff, serving as a resource for parents, and assisting program staff by troubleshooting and brainstorming ideas to better accommodate individuals with disabilities (Beth Gendler, personal communication, November 13, 2005).

The six phases of the cycle include:

1. Program Promotion: in this phase, the CTRS assists with outreach to the community regarding the availability of inclusive services at the JCC, which is done primarily through printed brochures and newsletters which include an option on the registration form that invites parents with children with disabilities to request inclusive and accessibility services;
2. Registration and Assessment: upon receiving registration forms which indicate a child may need accommodations, the CTRS will first send out a welcome letter and inclusion questionnaire to families who stated on the registration form that their children have a disability, and then contact each family and make arrangements to meet them. If possible, the CTRS will also observe the child in a school to best understand what accommodations a participant may need;
3. Supports and Accommodations: in this phase, the CTRS and each family establish personalized goals for the participant while he or she is in the program, as well as determine accommodations and formulate arrangements;
4. Training: staff is trained by the CTRS both in groups, as true inclusion requires a group-oriented approach to problem-solving, and on an individual basis so that each inclusion facilitator learns how to best assist each participant (Beth Gendler, personal communication, November 13, 2005);
5. Implementation: in this phase, the CTRS serves to make observations, and offer suggestions and adaptations to the program;
6. Evaluation and Documentation: in this phase, participants, parents, program leaders, and inclusion facilitators are given the opportunity to complete program evaluations and offer suggestions for improvements. Additionally, every three years, the community is asked to fill out a needs assessment to better help the JCC determine unmet needs. It is important to note that this inclusion model is cyclical, and steps in one phase serve to support or redirect the goals and processes of other stages.