You also need to stay involved in the discussion and be persistent in order to reach your advocacy objectives.2 All four cases show the commitment of an individual or a full team over a cycle of two to four years. Another reason to stay involved over a longer period is to make sure that the reporting of your research stays true to its original message: research can be co-opted and distorted for political ends.3. Capacity building to fill identified gaps can be an important advocacy activity. Begin the discussion by talking about how to self-advocate and share personal experiences. It is clear that the power in learning is in the action of doing the activity. For example, if the current government in power opposes your value framework, it may be an idea to engage the media and opposition figures to build pressure. Advocacy Planning Framework (APF) — Your messenger, 6. Be conscious of your tone of voice. If advocates feel that they are not getting a positive response to the proposals on the inside track, they may then go to the media to put on some pressure. Support Community in College/University; Part 1: Know Yourself; Part 2: Know How to Communicate (Ex: Use Assertive Communication!) U.S. Department of Education, Office of Special Education and Rehabilitative Services (# H324M030099A), 1314 West Main Street | P.O. How do you decide what movie to go to in your group of friends? Accommodations are modifications or adjustments to help you perform tasks. Chris Merlo: Open-ended questions don’t take any planning. Disability Services Offices: How OT Can Make Its Mark on College Campuses October 2019. Lesson 1 focuses specifically on self-advocacy. Nov 20, 2014 - Explore Andrea Pietragallo's board "Self advocacy activities", followed by 173 people on Pinterest. Being a self-advocate does not mean that you will always get what you want. Be firm and calm but nice. Every year, 500 college students and other young adults gather in Washington, D.C., to learn about a policy issue, practice telling their story, and then engaging their members of Congress. And whom do you need to focus on to overcome these obstacles? Review more about this concept using the lesson called, Teaching Self-Advocacy to Students: Definition & Skills. It is beneficial to tell them when and how the research will be available and even ask them if it is possible to get a follow-up interview or meeting or just feedback by email, thereby engaging them throughout the process rather than just as a follow-up to the research conducted. Advocacy Planning Framework (APF) — The way into the process, 5. Experience has clearly shown that the more participatory and collaborative the advocacy process, the more effective it will be.1 This is hardly a surprise when we consider that the goal is to provide enough opportunities for target audiences to understand, engage, ask questions, process and digest, be convinced, further clarify, take input from others, bargain with players and stakeholders, and then own and act on your ideas. It’s Okay to Care. Matt, Hilary, Roberto, Amanda, Patrick, Luke, and Santana are all college students with different disabilities. Advocacy Planning Framework (APF) — Your message and activities, 6.1 Targeting ownership and action through dialogue — an advocacy communication model, 6.4 Select advocacy activities and communication tools, 6.4.2 Choose communication tools to support advocacy activities, 6.5. The table below details the combination of advocacy activities that were used in each of the cases presented here. Back to topics. The Kazakh case provides a good example of how an obstacle may drive the activity choice. Furthermore, you obviously need to plan these activities in relation to getting the timing right--for example, you might already have an idea when a policy window will open and possibly also close. “Case testing” your initial findings on decisionmakers can help build ownership of ideas. ↩︎, International Research Development Centre 2004. ACHA's committees, coalitions, and task forces continually identify advocacy issues that are important to those in the college health field. At this point in the process, they went to decision makers, briefed them on the initial findings, and asked questions such as “Are we right?” “Is there something that we have missed?”, This kind of “case testing” approach communicates openness to decision makers and the importance of stakeholder input, which means that researchers end up not only getting very useful feedback but also, in fact, already beginning the advocacy discussion. It’s time to make a plan. What laws protect students with disabilities? Are the activities you’ve planned consistent with the broader advocacy role of your organization? Encourage them to ask for help in a store or invite a friend over. The management and steering of this negotiation and dialogue is at the heart of this activity selection step of the planning process. Listen to the individual you are talking with about their opinions or feelings. 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