What Can Texas Inclusion Assistance Cover for Children with Disabilities in Child Care? - post

Every child deserves to feel safe, included, and successful in child care. If you’re supporting a child with a disability, Texas Inclusion Assistance may help your program afford the extra supports that make daily routines easier. In this guide, you’ll find a simple explanation of what the rate can cover, who completes the forms, and how to organize notes so requests go more smoothly.

What is the Texas Inclusion Assistance Rate?

The Inclusion Assistance Rate is extra reimbursement that may be added to a provider’s CCS payment when a child needs more support to fully take part in child care routines. In Texas, a board or its child care contractor may reimburse up to 190% of the provider’s reimbursement rate to help with reasonable accommodations.

Think of it as support for access and participation—helping the child safely join circle time, meals, outdoor play, toileting routines, and transitions, just like other children.

What can Inclusion Assistance money usually cover in child care?

The exact items allowed can vary locally, but these are common, practical uses:

• Extra adult support time (example: added help during transitions, toileting, outdoor play, or busy routines)

• Adaptive materials (example: sensory tools, pencil grips, adapted scissors, thicker paint handles)

• Low- to mid-tech assistive supports (example: simple communication boards, visual timers, basic magnifiers)

• Minor classroom set-up changes that help access (example: visual schedules, calm corner materials, clearer walkways)

• Staff time for planning and coordination (example: meeting with the family, therapist calls, building a support plan)

Texas’ CCS form page explains that higher rates help pay for special equipment, materials/supplies, and extra staff needed for the child’s care.

Tip: When you describe needs on forms, connect supports to routines. Instead of “needs help,” say:

• “Needs 1:1 support during arrival (7:30–8:00) to separate safely and begin the schedule.”

• “Needs extra adult help during playground time to stay safe near climbing equipment.” (#childcare)

What are common limits or “not covered” situations?

Each local CCS office decides what they will approve, but it helps to know these common boundaries:

• Big, expensive equipment may not be approved through this rate. Ask first.

• The rate is meant for reasonable accommodations that help the child participate—not for services that replace medical care.

• Your program still must follow the ADA, which requires equal access and reasonable modifications when needed.

If you’re unsure, call your CCS contact and ask: “Is this an allowable Inclusion Assistance expense in our area?”

Who starts the request for Inclusion Assistance in Texas?

Most often, the family starts the process. Texas’ CCS forms page explains that parents begin by downloading and filling out the Certification form, which also has sections for the provider and a qualified professional.

You can help by letting families know you’re ready to provide clear classroom details and simple supporting notes.

How do we request the Inclusion Assistance Rate step-by-step?

Here’s a simple workflow many programs use:

1. Confirm the child is active on CCS and identify the local Workforce Board/contractor. (Local rules can differ.)

2. Use the Certification for Inclusion Assistance Rate form (often referenced as the Inclusion Assistance certification form).

3. Provider completes the provider section with clear examples of needs during routines (times + tasks).

4. Add supporting documents if the family agrees (short IFSP/IEP summary, therapist note, brief incident/behavior notes).

5. Submit using the local instructions (email, portal, in-person—whatever your CCS office requires).

Helpful “keep it moving” tip: pick one staff point person (director, admin, lead teacher) who tracks the form and due dates so nothing sits in someone’s inbox. (#Texas)

What paperwork and notes can speed up approval?

Reviewers often read many requests, so your goal is to be clear, short, and specific. A simple one-folder system works well.

Use these 4 items (simple and strong):

• One-page Support Snapshot

  • Child’s schedule highlights

  • Hardest times of day (arrival, transitions, toileting, nap, outdoor play)

  • What helps (visuals, first/then, calm corner, sensory breaks)

• Mini staffing plan

  • “Extra support needed 9:00–9:30 (circle) and 12:15–12:45 (lunch + transition).”

• Neutral notes (short)

  • Date, trigger, what happened, what worked

• Proof of readiness

  • Training certificates, written inclusion plan, or photos of accommodations (visual schedule, calm space)

If you want a ready-to-use idea sheet for your staff binder, ChildCareEd has a free resource: https://www.childcareed.com/r-00748-special-needs-in-daycare-inclusion-quick-tips.html

How can directors prepare the classroom and avoid common mistakes?

Directors set the tone. A calm plan helps staff feel confident and helps the child succeed.

Director actions that help fast:

• Create a shared “Inclusion” folder (digital or paper)

• Hold quick weekly check-ins: What’s working? What’s hard? What should we document?

• Make small changes now: visual schedule, clear pathways, calm-down choices

• Support training so staff know what to try first

Common mistakes to avoid:

• Waiting too long to start (begin when you see an ongoing need)

• Using vague form wording (“needs extra help”) instead of time + task (“needs 1:1 support during toileting for safety”)

• Missing local submission rules (each board can handle forms differently)

• Forgetting the ADA piece: child care programs must provide equal access and reasonable modifications when required

For a deeper inclusion strategy read, here’s a related ChildCareEd article: https://www.childcareed.com/a/inclusive-care-strategies-for-children-with-special-needs.html

What training can help staff do inclusion well (and document it clearly)?

These ChildCareEd courses match this topic and build real classroom skills:

• Special Needs: From Referral to Inclusion
  https://www.childcareed.com/courses-special-needs-from-referral-to-inclusion.html

• Understanding Developmental Disabilities
  https://www.childcareed.com/courses-understanding-developmental-disabilities.html

• Access for All: Inclusion and the ADA
  https://www.childcareed.com/courses-access-for-all-inclusion-and-the-ada-1.html

These are especially helpful because Inclusion Assistance requests often connect to: daily routines, reasonable accommodations, and teamwork with families.

FAQ (quick answers)

Q: Do we need an IEP/IFSP to apply?
A: Not always, but a short summary or professional note can help explain the child’s needs (with family permission).

Q: Where do we find the Inclusion Assistance form?
A: Start at Texas’ CCS forms page:

Q: Can Inclusion Assistance pay for everything the child needs?
A: It’s meant to support reasonable accommodations in child care ask your local CCS office about any big-cost items.

Conclusion
The Texas Inclusion Assistance Rate can help cover extra staff support, adaptive materials, minor environment changes, and simple assistive supports that let a child fully take part in your program. Keep your paperwork short and specific, work as a team with families, and follow your local CCS office instructions. With a clear plan and caring staff, inclusion becomes part of everyday routines not “one more thing.” (#earlychildhood)