Self-Advocates and Direct Support Professionals Working in Partnership to Achieve Life's Dreams


 

Monday, November 16, 2020

DWIHN Presents

Self-Advocates and Direct Support Professionals Working in Partnership to Achieve Life’s Dreams 

10am-12pm
 

Presenter, Kristen E. Columbus, LLMSW 

 

Description:
This training module was developed for self-advocates (people with disabilities) who with support from their direct support professionals will learn more about self-advocacy during this session. Participants will gain a deeper understanding of self-advocacy and the importance of it through activities such as creating their own advocacy plan. Negotiation tips will also be discussed. 

Course Objectives:
Understand the meaning of self-advocacy.

 Identify the steps in developing an advocacy plan.

 Identify the skills needed to be a successful advocate.

 Learn to use negotiation as a tool.

Timed Agenda:

  • Welcome & Introduction    5 minutes
  • Possibilities Video                      5 minutes
  • What is Self-Advocacy? (Slides 4-6)   20 minutes
  • Activity: Create Your Own Advocacy Plan  30 minutes
  • Negotiation & Advocacy (Slides 9-14)  30 minutes
  • Questions after Presentation   15 minutes
Total: 1 hour 45 minutes
 
Targeted Audience:
Professionals who work with individuals with I/DD; including Support Coordinators, Case Managers, and Direct Support Professionals. Also individuals with I/DD who receive CMH services and the professionals, friends, and family who work with them and support them throughout their lives. 
 

Continuing Education Information

- 2 Continuing Education Credits are approved for this training. Participants must arrive on time and remain in the training for   it's entirety.  

-SOCIAL WORKERS: 2 continuing education credits are approved for this training. 
 
-QUALIFIED INTELLECTUAL DISABILITIES PROFESSIONALS(QIDP): The content of this training is related to Qualified Intellectual Disabilities Professionals and is eligible to receive QIDP credits.   
 
 
Bibliography:
References
Advocacy Kit:  Introduction and Links to Tools. Retrieved from: http://www.arl.org/create/librarians/advocacy/intro.html
Anderson, S. & Bigby, C. (2017). Self-advocacy as a means to positive identities for people with intellectual disability: 'We just help them, be them really'. Journal of Applied Research in Intellectual Disabilities, 30(1), 109-120.
Chapman, R. (2014). An exploration of the self-advocacy support role through collaborative research: There should never be a them and us'. Journal of Applied Research in Intellectual Disabilities, 27(1), 44-53.
McLain, S. & Walus, M. (2015). Community role in the culture of self-sufficiency. Journal of Vocational Rehabilitation, 42(3), 235-240.
Roberts, E.L., Ju, S., & Zhang, D. (2016). Review of practices that promote self-advocacy for students with disabilities. Journal of Disability Policy Studies, 26(4), 209-220.
Shoultz, B. The Self-Advocacy Movement: the Arc’s Community Integration Report on Self-Advocacy. Retrieved from: http://www.thearc.org/faqs/samove.html

For Questions contact Kim Hoga at khoga1@dwihn.org or 313-402-1908