The ADA is an all-inclusive civil-rights law that mandates equal opportunity for individuals with disabilities and guarantees that they have the same opportunities as everyone else to participate in mainstream American life: to enjoy employment opportunities; purchase goods and services; and participate in state and local government programs and services. To ensure this, Title II of the ADA requires that state and local governments make all programs and services accessible to people with disabilities.

The ADA requires a municipality—no matter the size—review all aspects of its programs, services, and activities for compliance, often referred to as a Self-Evaluation and Transition Plan. The Self-Evaluation process requires a clear understanding of the ADA Title II regulations, specifically the program’s access test as applied to existing facilities. The requirements for a Transition Plan, as outlined in 28 C.F.R. section 35.150, only apply to public agencies with 50 or more employees.

To ensure compliance with the ADA, ongoing education and guidance are essential for municipalities and businesses. When conducting the Self-Evaluation process, the municipality should review each department that interacts with the community; boards and commissions; facilities, curb ramps, intersections, and sidewalks; and the municipality’s employment practices. The municipality should further evaluate all programs, services, and activities to include in the Transition Plan.

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Safe Routes to School (SRTS) initiatives have been shown to be more effective at increasing physical activity and reducing injuries. A comprehensive approach requires embedding Safe Routes to School into many aspects of a community. Programs often use the 6 E’s as a framework to identify needs and structure activities and goals. Below, we go into detail about each component of a Safe Routes to School program and suggest tools you can use to get started.

For more information, click here: The Basics of Safe Routes to School | Safe Routes Partnership

The Six Es of Safe Routes to School summarize the key components of a comprehensive, integrated approach.

The Six Es framework includes:

ENGAGEMENT – All Safe Routes to School initiatives should begin by listening to students, families, teachers, and school leaders and working with existing community organizations, and build intentional, ongoing engagement opportunities into the program structure.

EQUITY – Ensuring that Safe Routes to School initiatives are benefiting all demographic groups, with particular attention to ensuring safe, healthy, and fair outcomes for low-income students, students of color, students of all genders, students with disabilities, and others.

ENGINEERING – Creating physical improvements to streets and neighborhoods that make walking and bicycling safer, more comfortable, and more convenient.

ENCOURAGEMENT – Generating enthusiasm and increased walking and bicycling for students through events, activities, and programs.

EDUCATION – Providing students and the community with the skills to walk and bicycle safely, educating them about benefits of walking and bicycling, and teaching them about the broad range of transportation choices.

EVALUATION – Assessing which approaches are more or less successful, ensuring that programs and initiatives are supporting equitable outcomes, and identifying unintended consequences or opportunities to improve the effectiveness of each approach.

• Increased walking & biking to school
• Safer Students
• Lower transportation costs for school districts and families
• Reduced traffic congestion
• Healthier students
• Improved academic performance
• Clean air

For more benefits, see here: Saferoutespartnership.org