DOCUMENT RESUME ED 377 619 EC 303 546 AUTHOR Gregory, Martha Wille, Ed. TITLE Self-Advocacy: Creating Employment Opportunities. INSTITUTION Longview Community Coll., Lee's Summit, Mo.; Missouri Univ., Columbia. Missouri LINC.; Southwest Missouri State Univ., Springfield. SPONS AGENCY Office of Special Education and Rehabilitative Services (ED), Washington, DC. PUB DATE 93 CONTRACT H078C20011-92 NOTE 55p. AVAILABLE FROM Missouri LINC, University of Missouri-Columbia, 401 E. Stewart Rd., Columbia, MO 65211 (free). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Advocacy; *Assertiveness; *Disabilities; Elementary Secondary Education; Goal Orientation; Individual Development; Individual Power; Personal Autonomy; Portfolios (Background Materials); Postsecondary Education; *Self Actualization; Workshops IDENTIFIERS *Self Advocacy ABSTRACT This training module was developed to educate personnel about the issue of self-advocacy by individuals with disabilities. The module includes workshop content (with side notes to the trainer in italics), overheads, and many handouts. Preliminary information includes module purpose and overall learning objectives, a module outline, materials needed for the workshop, and adaptations for individuals with disabilities. The first section introduces self-advocacy by defining the term and discussing why self-advocacy is important. The next section considers basic human rights of all people. A major section examines the advocacy process, including specific advocacy skills, individual responsibility, understanding oneself, the importance of wanting to change, the importance of identifying tho need or problem, the need for self-advocates to educate themselves, the need for developing a plan of action, and the need for willingness to take action. The following section offers suggestions for being an advocate, such as keeping a "Very Important Papers File" which may consist of medical evaluations, rehabilitation plans, and financial information; and tips for advocating by letter and telephone. Sample scenarios are provided for discussion of self-advocacy skill development. A final section gives guidance for developing a personal portfolio that highlights individual strengths while noting disability accommodation needs. Contains 10 references. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SCOPE OF INTEREST NOTICE The ERIC Facility has assigned this document tot processing to' In our judgment. this document is also of interest to the Clear inghouses noted to the right Indexing should reflect their special points of view CREATING EMPLOYMENT OPPORTUNITIES SELF-ADVOCACY Martha Wille Gregory, Editor U S DEPARTMENT OF EDUCATION Offs e of E ducahonal Research and Improvement EOUCATIONAL RI SOURCES INFORMATION CENTER /Ms document has been 'MCKIM' NI as or hived from the person at arganuatron originating rt I Minor changes have been made In improve rporoductinn quality Points of viewer opinions staled in Ihisdof meal do nal ner essanly represent DIM ial OE tit condom or nObt Y BEST COPY AVAILABLE 2 This Creating Employment. Opportunities (CEO) Project has been produced in cooperation with the University of Missouri - Columbia, Longview Community College, and Southwest Missouri State University. I would like to acknowledge the following individuals for their contribution to this Rosalie Backer-Thompson, Debbie Kientzy, Pat Plevka, Carma Messer li, Jill project: Williams-Graham, Diane Worrell-Clayton, Linda Bradley, Christy Newman, and Dana Yates. I would like to thank Linda Bradley, Interim Director of Missouri LINC for her help and guidance on this project. For further information contact: Martha Wille Gregory CEO Coordinator , Missouri LINC 401 East Stewart Road Columbia, MO 65211 (314) 882-2733 (800) 392-0533 (Missouri Only) 1993 This p per was supported by grants to the University of Mfosouri-Columbia, College of Education, Department of Special Education, from the U.S. Department of Education, Office of Special Educational Rehabilitation Services, Project #H078C20011-92. However, the opinions expressed herein do not necesswily reflect the position or policies of the funding agency or host institution. Permission to duplicate this publication is granted by CEO, contingent upon CEO and the Editor being given credit for its development. Self-Advocacy Directions For Use This module was developed to train and educate personnel about the issue of self- advocacy and to demonstrate their role in the development of self-advocacy for students with This module may be adapted slightly in order to train and educate persons with disabilities. disabilities about self-advocacy and its role in their life and especially in their search for employment. This module may be adapted to fit the situation and the audience. Specific concepts may be deleted or expanded as the situation demands. The trainer should use the script only as a tool and not read the material verbatim. Interaction with the audience is encouraged. Interaction will allow personal ideas and experiences of group members to add to the value of this module. The training objectives for this workshop are to: Gain an understanding of the term self-advocacy and what it means in relation to people 1. with disabilities. 2. Demonstrate the responsibilities of the student in relation to knowing their own strengths, weaknesses, needs and necessary accommodations. Describe specific skills which are important for effective self-advocacy. 3. 4. Provide resources of various agencies and organizations that serve as advocates for people with disabilities. The outline of this module is: I. Introduction A. Purpose B. Objectives II. Self-Advocacy A. Definition B. Why self-advocacy is important DI. Rights IV. The Advocacy Process A. Specific advocacy skills B. Responsibility for your actions C. Understanding yourself D. Person/family must feel a need for change E. Person/family must identify the need/problem F. Self-advocates must educate themselves SA1 G. Person must develop a plan of action H. Self-advocates must be willing to take action Being An Advocate V. Skill Development VI. Portfolio VII. A. Personal education, work, and volunteer experience B. Personal disability/accommodation C. Specific personal abilities D. Letters of recommendation E. Examples of projects VIII. Resources Conclusion IX. This module contains handouts and overheads that can, be used to illustrate points. Cues are given on the right side of the page on the proper time to use or refer to the overheads and handouts. The handouts and overheads are located in the back of the module. Notes to the trainer are in italicized script. This is meant to be used as a tool and not read aloud to the audience. When conducting the training, there are a few things to remember: PRIOR TO TRAINING: *Know your audience and know the number of participants Have the handouts ready and in packets Determine if alternative formats will be needed Rehearse! Rehearse! Rehearse! Check over equipment ' If possible, check out the facility to familiarize yourself 'Be early During the training: Have fun, be relaxed. Allow for interaction. Put in examples from your own life. Do not run late. Start and end on time. WHEN USING THE EQUIPMENT: when using the overhead, use a sheet to cover information until it is disclosed. Use a pointer or pen to point to information. ADAPTATIONS FOR INDIVIDUALS WITH DISABILITIES: 'Make sure all participants are included in the activities. Make available if necessary, large print, braille or taped copies of presentation. Ask the individual what type of accommodation is needed. Repeat questions from the audience. Speak in a normal voice. If not using the overhead, turn it off. It can be distracting. SA2 MATERIALS NEEDED FOR THIS TRAINING SESSION: Handouts Pencils /pens Name tags (optional) Overhead Projector/Projector screen Markers for use with overhead projector Overheads Podium SA3 6 I. Introduction A. PURPOSE This module was developed to train and educate individuals about the term self-advocacy and to demonstrate their role in the development of self-advocacy for students with disabilities. This module may be adapted slightly to ADAPT TO THE TRAINING NEEDS OF THE AUDIENCE. Overhead/Handout #1 Objectives B. OBJECTIVES Gain an understanding of the term self-advocacy and what 1 it means in relation to people with disabilities. Demonstrate the responsibilities of the student in relation 2. to knowing their own strengths, weaknesses, needs and necessary accommodations. Describe specific skills which are important for effective 3. self-advocacy. Provide resources of various agencies and organizations 4. that serve as advocates for people with disabilities. II. Self-Advocacy A. DEFINITION OF SELF-ADVOCACY What does self-advocacy mean to you? Overhead r2 Successful Self-advocate List brief, two or three word descriptions of their To Trainer: responses on an overhead projector. Examples may include: standing up for self, making own decision, exercising rights. As we can see from our discussion, self-advocacy is something that each of us does in one form or another daily. Self-advocacy means to stand up for your own rights, to speak for yourself and to look for help when you need it, and to take charge of your own life. For someone with a disability being a successful self-advocate includes being assertive, effectively communicating needs, and understanding why and what accommodations are required and believing in their own abilities (Scheiber, & Talpers, 1987). A goal of self-advocacy is to increase an individual's knowledge and understanding of human and civil rights and of their responsibilities as a result of these rights (Williams & Shoultz, 1984). SA4 B. WHY SELF-ADVOCACY IS IMPORTANT Overhead #3 Why Selfadvocacy is Important Self-advocacy is important for individuals with disabilities because it allows them to have control of their lives. Advocating for oneself enhances the development of the resources necessary, both internal and external, for individuals to achieve their own goals. The ultimate goal is for each individual to take their rightful place as a participating and contributing member of society. Unfortunately, many students, particularly students with disabilities, have not learned to self-advocate or self-determine. Often times, decisions are made by well-meaning parents and teachers while the student is in school. The student is not able to participate in the decision-making process and does not learn the steps and process involved. This is detrimental to the student. Once the student leaves school, the student is expected to ask for accommodations or services that, up to this point, have been provided. The Americans with Disabilities Act of 1990 (ADA) attempts to send a far different and more acceptable message to people with disabilities. The message is that everyone should have the opportunity to be independent and self- sufficient. The ADA further states that society will help by enforcing protect laws to federal people unfair from disabilities with discrimination in education, employment, and day-to-day living. The passage of this law does not automatically change the thinking and beliefs of people with disabilities or people without disabilities. Because of this, people with disabilities need to know their rights and it is the person's duty to stand up and speak for themselves. A goal of self-advocacy to individual's increase is an knowledge and understanding of human and civil rights and their responsibilities as a result of these rights (William & Shoultz, 1984). III. Rights Handout #2/Overhead #4 Rights It is essential for people with disabilities to know their rights and what these rights mean to them personally. An individual's understanding of their rights will enable them to know when someone tries to take them away and what actions can be taken to prevent this from happening. There are several types of rights that we need to be aware of basic human rights and civil and legal rights. SA5 To Trainer: Ask participants to think about different rights and write ,-ome of them down. Take a few minutes now to write down a few examples of basic rights. What are some of the examples you came up with for basic rights? To Trainer: Take answers from several of the group members. Some examples may be the "right to": life choice freedom making your own decision *marry use birth control shave help when voting say "NO" worship due process petition for change equal protection vote the least restrictive environment informed consent Put up the overhead as you briefly discuss these rights. As we can see from these examples, basic rights are taken for granted They belong to each of us at birth and are addressed in the daily. Declaration of Independence. These rights can only be denied in very special and rare circumstances. Having a disability or being different is not reason enough for a right to be denied to a person. There have been occasions, however, when these rights were not guaranteed for people with disabilities. An objective of those concerned with the establishment and protection of rights is to turn human rights into formalized legal rights, thereby protecting these rights for individuals with even the most severe disabilities (Williams & Shoultz, 1984). To Trainer: Below are various advocacy skills. Depending on time go through each one or just a few. The Advocacy Process IV. Overhead #5 A. SPECIFIC ADVOCACY SKILLS Specific Advocacy Skills It is important to use the Seek the assistance of another. people around you and their knowledge. A person should seek assistance of another such as a parent, advocate, or caregiver. Many times an outside source will be able to provide an objective point of view or may have knowledge in the area. Use these people as mentors. One day, you may be a mentor to someone else. Learn the terminology and legislation. Individuals in this process should be aware of the terminology and legislation of To be an "efficient" the issues they are working towards. advocate, the person must know what the issues are and how to speak out them intelligently. There are Civil Right laws that The latest is the protect individuals from discrimination. Americans with Disabilities Act of 1990 (ADA). This prohibits discrimination against individuals with disabilities. Information is POWER! A person can Seek information. never have too much knowledge and information. Speak to people, research, and keep your ears an eyes open. Productive changes usually do not occur due to ignorance on a subject. Find programs and services for the person. Research existing There could be programs that are programs and agencies. currently taking on a similar project and by working towards the goal together, the situation may be expedited An important part of learning to self- Acquire new skills. Learn how to speak on the advocate is learning new skills. phone and in frold of people. Improve your writing skills by Not everyone is a writing letters and documenting events. born advocate, but by learning the process and skills involved everyone can be. Problems can be seen as "challenges." An important skill to develop is the ability to recognize and delineate alternative approaches or solutions to problems, to consider the advantages and disadvantages of each alternative and to decide on the best one. (Williams & Shoultz, 1984). Another skill communication. learn According is to to Williams and Shoultz (1984), an individual's communication skills have a direct effect on their ability to practice self- advocacy and join successfully with others in a group. It is important for people with disabilities to acquire the skills SA7