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. Most research on inclusion of children with special needs has centered on preschool childcare programs or school classrooms. In these settings, research has demonstrated positive outcomes for children with and without disabilities. Based on this premise that inclusion is beneficial for children with and without special needs, the authors' study explored the role of OST providers in successfully supporting youth with special needs. Their survey of OST administrators and staff shows that professional development can influence providers' willingness and ability to include children with special needs in their programs. (Contains 3 figures and 1 table.)