Developing Self Advocacy Skills With People With Disabilities And Learning Difficulties

This document is intended for people in education and training, health services, social services, and volunteer organizations who are committed to empowering people with disabilities and learning difficulties. It sets self-advocacy within the context of achieving adult status in the United Kingdom, offers a theoretical framework for professionals interested in beginning this work, describes how portfolios can be used with people with a wide range of disabilities, analyzes the experiences of a group of workers from various settings, and summarizes institutional and professional implications of self-advocacy work. Sections included in the document are as follows: introduction, aims and objectives; planning and resources; implementation; monitoring and evaluation; the key workers; and a checklist for practitioners covering policy, resources, staff development, support for staff, the environment, regulations, sharing power, learner-centered programs, negotiation and choice, autonomy, risk taking, progression, interagency work, monitoring, and evaluation. Appendices include a description of the aims and objectives of the project, a list of steering committee members, an explanation of how the case studies and key workers were identified, 11 brief case studies, and 3 sample portfolios. A bibliography listing 125 sources concludes the document. (CML)

This document is a progress report on a British project designed to help disabled adults gain self-advocacy skills, becoming active consumers of the rights and benefits to which they are entitled. The aims of the project, which began in September 1988, are as follows: (1) promote staff development on advocacy among professionals working with the disabled; (2) research how unemployed disabled adults might maximize their potential by developing self-advocacy skills, transferring such skills to new situations, and developing a personal portfolio; and (3) assess the process of portfolio preparation as a tool and the use of portfolios as a finished product. Eleven case studies are being prepared, involving more than 30 learners and 13 key workers chosen to provide wide examples of physical and intellectual impairments, a range of agencies and professional backgrounds, ethnic diversity, and a variety of ages. Issues that have been raised concern the following areas: (1) principle and direction; (2) interagency cooperation; (3) necessary personal and professional skills for key workers; (4) the ethos of institutions; (5) implementation of self-advocacy work by key workers; and (6) the position of learners. (CML)

Filled with strategies, and resources, this book uses the author's groundbreaking research about successful adults with learning disabilities, to promote self-advocacy. This work is brimming with useful and practical information. It is easily understood and embraced by students with learning disabilities, their parents, guidance counselors, and stakeholders in the fields of both higher and special education.

This book presents an examination of the historical, legal and philosophical contexts within which advocacy services have developed. It discusses the professional and practical issues and problems confronting those running and using advocacy services, the role of advocacy, and advocacy with families and people with communication difficulties.

Volume numbers determined from Scope of the guidelines, p. 12-13.

'I think all self-advocates should have a copy of this book to bring along to meetings to help them get more out of them.' - The Frontline of Learning Disability 'The Four Books in this series; 'Introducing Advocacy', 'Rules and Standards', 'Listen Up!' and 'Advocacy in Action' are comprehensive, informative and quite simply a very good introduction for someone new to the world of advocacy.' - Practice Links in Social Work Advocacy for people with disabilities is widely practised, but what about self-advocacy? How often do parents or carers speak 'for' you and prevent you being heard? Do you know your rights within advocacy law? The four books in the Speaking Up set were conceived and written specifically to promote self-advocacy to disabled individuals who want to learn how to speak up for themselves. This third book in the series uses examples of advocacy to explore how to be a good advocate, emphasising the importance of listening to and working with an advocacy partner and explaining how to prepare for and behave in meetings. All four books are illustrated throughout with colour drawings and case studies showing the positive results of self-advocacy on the individuals themselves, as well as on their families and carers. This empowering training package encourages an equal partnership between the advocate and the user where the shared goal is to develop the life skills of the individual with learning difficulties. It is accessible to people with a wide range of literacy needs, including those with high learning needs and is designed for use in formal and informal learning situations, either unsupported or with a facilitator present.

Being autistic, you might come across more challenges than others around you, such as dealing with ableism, discrimination in employment or difficulties in your relationships. Learning to successfully self-advocate will help you to build confidence, strengthen your relationships and ensure your needs are met. Written by two autistic activists, this book will give you the tools and strategies to advocate for yourself in any situation. It covers specific scenarios including work, school, and family and relationships, as well as looking at advocacy for the wider community, whether that's through social media, presentations or writing. Additionally, the book provides advice on building independence, developing your skills, standing up for others and resolving conflict. The authors also explore the overall impact of self-advocacy in all areas of your life, building a sense of confidence, resilience and control. Drawing on the authors' extensive experience, this book will help you to successfully prioritise your needs and rights, challenge what is unfair or unjust and make your voice heard.

How do people with the label of learning difficulties challenge disabling environments?* What role can professionals play in supporting such challenges?* How do self-advocacy groups contribute to disability politics and the development of theories of disability?This timely book sets out to answer these questions for students, teachers and practitioners working in the field. It examines self-advocacy in the lives of people with learning difficulties. The term 'learning difficulties' is used to describe people who have been labelled at some point in their lives as requiring specialist 'mental handicap services'. Learning difficulties is preferred over other synonyms such as mental handicap, mental impairment or learning disabilities, because it is the term preferred by many in the self-advocacy movement (the focus of this book).Hitherto, a number of books have introduced and examined the notion of self-advocacy. This volume goes beyond these studies to offer an appraisal of self-advocacy in the lives of people with learning difficulties that is grounded in their own experiences. It redresses the dominant focus on learning difficulties as pathology or tragedy, highlighting the ways in which people so-labelled are fighting for their own human rights in a disabling society through their involvement in self-advocacy groups. It outlines a number of lessons for supporters, policy makers, professionals and service providers in relation to the resilience of self-advocates with learning difficulties and gives examples of good practice.