[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590483-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-590483-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","does-your-organization-welcome-participants-with-disabilities-a-new-assessment-tool","does your organization welcome participants with disabilities? - A New Assessment Tool","","The text examines whether public schools and afterschool programs genuinely welcome children with disabilities, highlighting pervasive disadvantages such as being ignored, ostracized, and bullied, alongside poorer life outcomes beyond school. It addresses the lack of empirical tools to measure inclusive afterschool experiences and introduces a statistically reliable and valid survey instrument, ODMI-IWD. The instrument is developed through literature review and tested with large-scale afterschool providers, then analyzed by stakeholder group differences.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/does-your-organization-welcome-participants-with-disabilities-a-new-assessment-tool/590483/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/does-your-organization-welcome-participants-with-disabilities-a-new-assessment-tool/590483.png","ImageObject",300,407,{"name":42,"@type":43},"Pentious","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the text say students with disabilities face challenges in public schools?","Question",{"text":62,"@type":63},"It describes higher risks for chronic physical, developmental, behavioral, and emotional conditions and reports that these students are more often ignored, ostracized, and bullied than non-disabled peers.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What problem does the text identify regarding afterschool programs?",{"text":67,"@type":63},"It states there is no empirical data on how extensively children with disabilities participate in afterschool programs based on more than anecdotal accounts.",{"name":69,"@type":60,"acceptedAnswer":70},"What is ODMI-IWD and how is it used?",{"text":71,"@type":63},"The text introduces ODMI-IWD as a reliable and valid survey instrument to measure how welcoming afterschool institutions are to children and youth with disabilities, then applies it to multiple afterschool providers and analyzes results across stakeholder groups.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590483,1792656875,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":106,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","does your organization welcome participants with disabilities?  \nA New Assessment Tool  \nby Fred Galloway and Mary McAllister Shea  \nDuring the 2005–06 school year, more than 6.7 million children with disabilities received special education and related services in our public schools; this represents more than a 20 percent increase over the previous decade (U.S. Department of Education, 2009). These children, who are typically at risk for chronic physical, developmental, behavioral, and emotional conditions, face a myriad of challenges as they navigate the public school environment, including being ignored, ostracized, and bullied more often than their non-disabled peers (Twyman, 2009; Thompson, Whitney, & Smith, 1994).  \nUnfortunately, such disadvantages are not limited to the public schools. Students with disabilities are less likely than their non-disabled peers to complete highschool; as adults, they are more likely to experience  \nextreme isolation, high levels of unemployment, dependence on social services and families, and lack of meaningful relationships (Harris & Associates, 2004; Condeluci, 1995; Perske & Perske, 1988) .  \nFRED GALLOWAY is associate professor in the School of Leadership and Education Sciences at the University of San Diego. Prior to joining the university faculty, he directed the national evaluation of the Direct Student Loan program at ORC/Macro International and served as director of federal policy analysis at the American Council on Education, where he represented the interests of the higher education community before the executive and legislative branches of the federal government. He received his bachelor’s and master’s degrees from the University of California, San Diego, and his doctoral degree in the economics of education from Harvard University.  \nMARY McALLISTER SHEA is project consultant for Kids Included Together (KIT), an organization she helped to found in 1997. She is also director of Shea Consulting. Mary has more than 30 years’ experience working with children with disabilities and their families as an occupational therapist, direct service provider, consultant to school districts, curriculum designer, community trainer, and adjunct college instructor. Mary holds a master’s degree in public health (maternal and child health) and a doctorate in education in leadership studies. She is nationally recognized as an advocate for including children and youth with disabilities in out-of-school-time programs.  \nOne important place where children with disabilities may be able to interact positively with other children is in afterschool programs. However, there is no empirical data on the extent of participation in after-  \nprovide a starting point for strategic planning, but ultimately will support interventions toward a culture that truly welcomes all children, youth, and families.  \nschool programs beyond anecdotal accounts from youth Methods  \ndevelopment professionals at workshops and confer- Developing the Instrument  \nences suggesting that enrollment of children with dis- Our detailed literature search revealed no reliable instruabilities is increasing. Even worse, providers have no ment that measures the extent to which afterschool orgaidea whether these children’s afterschool experiences are nizations are creating environments that truly serve the positive or negative—not to mention what their parents, interests of children with disabilities. However, we did youth development staff, and program leaders might find an instrument that measures the extent to which think about their experiences. In other words, despite institutions of higher education have created an envithe ability of afterschool providers to assess the extent ronment that serves the interests of under-represented to which their curriculum and students and faculty. This instru  \nactivities are age-appropriate and Despite the ability of ment, the Organizational Developtehneoirughstatffo-tosu-chppildort ratiosmeaninlowgful a","cbCaigm9BUUBDyaB","https://ap.wps.com/l/cbCaigm9BUUBDyaB","pdf",192433,"English","# does your organization welcome participants with disabilities?\n## A New Assessment Tool\n## Background and need for measurement\n## Developing the Instrument\n## Results focus and stakeholder differences","[{\"question\":\"Why does the text say students with disabilities face challenges in public schools?\",\"answer\":\"It describes higher risks for chronic physical, developmental, behavioral, and emotional conditions and reports that these students are more often ignored, ostracized, and bullied than non-disabled peers.\"},{\"question\":\"What problem does the text identify regarding afterschool programs?\",\"answer\":\"It states there is no empirical data on how extensively children with disabilities participate in afterschool programs based on more than anecdotal accounts.\"},{\"question\":\"What is ODMI-IWD and how is it used?\",\"answer\":\"The text introduces ODMI-IWD as a reliable and valid survey instrument to measure how welcoming afterschool institutions are to children and youth with disabilities, then applies it to multiple afterschool providers and analyzes results across stakeholder groups.\"}]","does your organization welcome participants with disabilities? - A New Assessment Tool | PDF",1792069728,18]