With start-up funding from three community foundations, the coalition hired a CTRS to assist the community with inclusion. The local YMCA provided basic administrative support. The CTRS's role was to coordinate development of the interagency infrastructure through numerous tasks, including (a) collaborating with various education, medical, and social service staff in a team-oriented approach to deliver inclusion services; (b) providing resources and information on disabilities to agencies recreation staff and assisting them in adapting their programs in the least restrictive and most inclusive manner; (c) assessing and documenting participants abilities and progress in conjunction with their Individual Education Plans (IEPs); and (d) evaluating the TWP program to ensure that goals and outcomes were being met in order to gain and retain program funding (Scholl, Dieser, et al., 2005).

Key Players

In the model, the CTRS does not deliver community recreation programs but functions as a resource to a multitude of community members to coordinate the inclusion process that best serves the child, parent, and recreation agency. The CTRS regularly interacts with:

• supervisors, instructors and coaches of recreation programs as well as before and after-school programs to assist them with the necessary accommodations (e.g., building staff competencies, removal of architectural barriers) to maximize successful participation for everyone children (participants), parents, and agency staff;
• parents of children with disabilities participating in the general recreation programs by providing additional information and education regarding available recreation and after-school programs;
• referral agencies, such as the local hospital, Exceptional Persons, Incorporated (EPI), Department of Human Services (DHS), or Area Education Agency to exchange information on the various options that might assist in covering the cost of the inclusion experience for the child; (d) leisure companions (university students) who work for the TWP program; and, of course;
• youth participating in the community recreation and education programs by providing activity assessments and participation support for children with disabilities (Scholl, Dieser, et al., 2005).