supporting youth with special needs in out-of-school time - A Study of OST Providers in New Jersey

Oct 15, 2026

Study examining how New Jersey out-of-school time (OST) providers support youth with special needs, noting that despite ADA requirements, many programs struggle—especially for school-age youth and adolescents with more severe disabilities. Using survey evidence, the research highlights that professional development and prior experience correlate with more positive inclusion experiences, while factors such as education, job position, program size, or agency type show weaker links. Findings recommend strengthening staff training and caregiver preparation for inclusive practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Background and Need for Inclusive OST

Evidence from New Jersey Providers

Professional Development vs. Experience

Definitions and Study Approach

Inclusion and Provider Support Activities

supporting youth with special needs in out-of-school time A Study of OST Providers in New Jersey by Jane Sharp, Elizabeth Rivera Rodas, and Alan R. Sadovnik Although the Americans with Disabilities Act (ADA) of 1990 requires accommodations for individuals with disabilities in community settings, many out-of-school time (OST) programs struggle to successfully support youth with special needs. Programs that fully include children with special needs are less available for school-age children and adolescents than for younger children, and finding appropriate placements for older youth or children with severe disabilities is particularly challenging (Mulvihill, Cotton, & Gyaben, 2004) . According to a February 2010 study conducted by the New Jersey SchoolAge Care Coalition: There is a critical need for afterschool programs that can receive and handle students with special needs.…[P]rograms could be strengthened by providing training for caregivers in such areas as autism and ADHD, along with encouraging hiring practices that would provide an appropriate adult-to-student ratio to enhance care options for students with disabilities.(New Jersey School Age Care Coalition, 2010, p. 5) JANE SHARP, M. P.A., has worked in the OST field since 1985 in both nonprofits and state government. She owns Sharp Ideas, LLC, providing local evaluation for 21st Century Community Learning Centers, as well as training and technical assistance to support inclusion in community settings. She received a master’s degree in public administration from Rutgers University in 2010 and completed a capstone project on youth leadership development and civic engagement. She can be reached [at www.sharp-ideas.org](at www.sharp-ideas.org). ELIZABETH RIVERA RODAS is working toward a joint Ph. D. in urban education policy and economics at Rutgers University. She received her [B.A. in](B.A. in) economics from Barnard College and [her M.S. in](her M.S. in)[ ](her M.S. in)[social research from Hunter College](social research from Hunter College), [City University of New York](City University of New York). She has previously served as director of research at the National Action Council for Minorities in Engineering and as a research analyst at SRI International’s Center for Education Policy. ALAN R. SADOVNIK, Ph. D., is Board of Governors Distinguished Service Professor of Education, Sociology and Public Affairs and codirector of the Institute on Education Law and Policy and of the Newark Schools Research Collaborative at Rutgers University-Newark. He holds M.A. and Ph. D. degrees in sociology from New York University. In 2011, the Robert Bowne Foundation awarded an Edmund A. Stanley Research Grant to the School of Public Affairs and Administration at Rutgers University cial needs, reveal several patterns in OST providers’ willingness and ability to serve children with special needs. in Newark, New Jersey, to study the professional develop- Experience Matters ment needs of OST program staff to help them support Studies of professionals in many fields have concluded students with special needs. The goal is to use research that personal experience combined with knowledge and analysis to raise awareness of issues regarding inclu- gained through professional development is more likely sive OST programs and to guide policy decisions on to change practice than either element alone. According professional development. The project is also intended to to Daley (2002), professionals constantly seek new guide OST administrators and staff in selecting profes- knowledge in their fields, but a change in practice is most sional development to support likely to occur as a result of a per inclusion. sonal encounter with a client. Most research on inclusion of Studies of professionals in Study participants—lawyers, social children with special needs has many fields have workers, nurses, and adult educacentered on preschool childcare concluded that personal tors—des

FAQs

Why do OST programs struggle to support youth with special needs?

Many OST programs face challenges accommodating disabilities in practice, particularly for older school-age youth and adolescents with severe disabilities.

What factors were correlated with positive inclusion experiences in the study?

Professional development and prior experience were correlated with positive experiences with inclusion, while education, position, size of program, and agency type were not strongly linked.

How does the study define inclusion and professional development?

Inclusion means youth with special needs actively participate with typically developing peers. Professional development includes workshops, conferences, online training, mentoring or coaching, consultation, on-site meetings, technical assistance, and information from parents, schools, and other professionals.

Oct 15, 2026

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