Several of SEV's current community programs provide assistance to individuals and families with special needs, including adults and children with physical and learning disabilities. As part of the SR2S in Urban Areas Pilot Project, Southeastern Village specifically sought to include the perspectives of parents of students with special needs from participating schools, especially their thoughts on enhancing the health and nutrition of special needs students.
The objective of this activity was to identify methods for greater inclusiveness of special needs students in SR2S. It was aniticipated that special needs students shared many of the same concerns as other students (e.g., bullying, safety, sidewalks, etc.), however, the barriers to increased walking and biking to school are magnified in light of many of the environmental conditions present in urban neighborhoods.
While the City of Detroit's population has declined by 50% since 1950, a growing share of the population who continue to reside in the city report a physical or mental disability. According to the 2000 Census, 33 percent of the population living in neighborhoods served by SEV (i.e., zip code 48207) reported disability status, including 13 percent of those age 5 to 20 years old.
SEV employed an Americorps volunteer to assist in the facilitation of focus group discussions at several schools that SEV assisted with SR2S planning. This individual served as both an advocate for the inclusion of physically impaired youth and as a facilitator to help identify specific issues that may be addressed by SR2S planning efforts in urban areas.
Background
SEV researched the topic of inclusion of special needs students in SR2S initiatives. Several guiding principles were identifed from the review.
According to the Students with Disabilities Safe Routes to School Diverse Community Roundtable Meeting held in January, 2007 : Mobility of students with disabilities is critical for their inclusion in a full and fair society because of the challenges they face in taking advantage of what our society has to offer.
While people with disabilities are generally less fit then the general population, parents of students with disabilities indicate that the ability to walk or bike to school is a major milestone for social interaction, and for being part of the community.
The National Center for Physical Activity and Disabilities notes that people with disabilities comment on “walking programs” and feel that they are not part of it. It is important to design SRTS programs for everyone, including students with disabilities. Moreover, addressing students with disabilities is identified in the federal legislation as a necessary component of SRTS efforts.
Activities
Southeastern Village organized focus group discussions at two schools that had physically and mentally disabled populations, Butzel Elementary/Middle School and Farwell Middle School.
Over 40 students with disabilities participated. These sessions were done in partnership with University of Michigan Americorps Program and Wayne State University Developmental Disabilities Institute. Specific questions were developed to gain student insight on walking and biking to school. Andre Robinson, a long time advocate for students with disabilities and himself disabled since birth, led the discussions.
Strategies for Involving Youth with Disabilities
Early on in SEV's work, it was identified that there were no questions on either the parent or student surveys related to concerns of special needs or handicapped students.
The Michigan Fitness Foundation subsequently has developed an addendum fact sheet as part of the Michigan Safe Routes to School Handbook for considering the needs of handicapped and special needs students.
SEV's activities made efforts to include special needs students in several ways:
- Identified specific concerns of special needs students through focus groups and included these concerns as a part of the SR2S planning and ssessment process.
- Involved special needs students in advocacy activities and at school assemblies on SR2S activities.
- Encouraged interaction and social opportunities for children with and without disabilities by using the buddy system in events such as Walk to School Day.
- Sponsored poster and essay contests at schools to recognize the concerns and ideas of special needs students and recognized these students at school and community events. Over 30 youth participated in SEV's poster and essay contest on walking to school. SEV awarded savings bonds to youth who participated and made a special effort to include and recognize special needs youth during SEV's annual dinner.
SEV Brief on Inclusion of Special Needs Students
Other Issues
Counties and municipalities may apply for pedestrian improvements where they benefit areas classified by the Department of Housing and Urban Development as low or moderate income areas or special needs groups, including the disabled. The information gathered from these populations may help in applying for these grants.
Americans with Disabilities Act Requirements - ADA Considerations
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