Topic: Self-Advocacy

Tom speaks about the Challenge and importance of supporting, guiding and assisting people who are self-advocates rather than to leading and “doing for” them and shares his Tips on how to overcome this challenge.

Imagine how your life would be if you were unable to relax. We have all learned various techniques that help us when we are stressed. Yet sometimes people with intellectual and developmental disabilities (IDD) have not learned how to relax when dealing with sadness, anxiety, anger and other emotions that cause stress. This training program teaches relaxation techniques.

First identified are ways to relax such as listening to music, taking a warm bath, and participating in a hobby. Then reviewed are types of situations that cause us to be stressed. For example, if an event you have been looking forward to has been changed or cancelled. Or, remembering things or people from the past that made you sad.  Taught are techniques to relax the entire body through tightening and relaxing exercises. Also taught are deep breathing techniques.

Self esteem is critical for effective personal and professional success.  Many people with Intellectual and Developmental Disabilities see only the negative or “can’t do” aspects of themselves. They often lack the confidence to give an effective interview and to get ahead on the job. The “Feeling Good” curriculum contains lesson plans and consumer worksheets for helping consumers build and project confidence.  It is part of the “Ready…Set…Work!” curriculum, which contains 31 teaching units.

Are you relaxed yet? We all know that stress can wreck havoc on the body and on behavior. 

You can lead your group to better emotional and mental health!  This lesson plan takes you step-by-step through the process of leading a relaxation group seated in chairs.  Deep breathing is used to tense and relax muscles from head to toe and have fun in the process!

Ready, set, breathe…relax…ahhh!

This lesson tackles the complex issues of pride and self worth. 

Through creative exercises, the learners will identify many of the skills, talents, traits and characteristics that they possess.  They will get to know themselves better by learning to follow every “I Can’t” statement by an “I Can” statement.

Once bolstered with this knowledge, learners will identify what they need from others to feel respected.

Dave speaks to the Challenge that someone with a disability may experience in believing themself capable of living their own life after having received various messages that other’s know best.  He discusses that people with disabilities can have a tendency of handing over to care providers that which truly belongs to them, and gives some Tips on how to encourage self advocacy, which Dave calls the core of competence, in those that we work with.

Our recent conversation with Dr. Temple Grandin centers around the sensory issues all those with ID/DD face. She also speaks out about the need to develop a person’s area of strength, and the importance of getting two to four-year olds into a good early educational program.

This beverage choice board is a tool you will want to use daily to help the adults you work with make independent drink choices.  Easy-to-follow instructions explain how to make “hot” and “cold” drink boards as well as how to introduce these menus to your group.

The skills learned through this tool will enable participants to make choices in the community and feel the satisfaction of choosing for themselves.

We speak with Chester Finn at the YAI International Conference about his role as a pioneer in self-advocacy, and his vision for its future in the field of ID/LD.

It can be very difficult for people with ID/DD to manage to date one another. Part of the problem is a lack of opportunity. Other issues include fear of rejection, how to take the first step and planning and executing a successful date. 

The engaging activities in this lesson plan help participants identify what they’re looking for in a romantic relationship and how these qualities are evident in behavior.

They will learn how to date in a manner that is well planned, within their budgets,  respectful and fun!

“In My Shoes” is a training for YAI staff that was developed by and is provided by adults who participate in YAI’s Self-Advocacy Association. The purpose of “In My Shoes” is to show staff how it feels to be “in the shoes” of people who receive support, assistance and services from them. Through the role-playing of different scenarios which highlight interactions and experiences that have actually occurred, it will demonstrate good and bad examples of “customer service”. It will reinforce the importance of mutual respect and the fact that noone is perfect and that we all make mistakes and can learn from our mistakes. 

The In My Shoes video was a collaboration between participants and support staff and is used to open the training session.  It has received special recognition by the American Civil Liberties Union and the Self Advocacy Association of N.Y.S.

This unit, better known as “Arguing and Making Up,” teaches consumers the critical skills of conflict resolution. It examines the differences between aggressive, passive and and assertive communication styles.

The unit includes an easy step-by-step process for dealing with conflict. The teaching guide raises questions about why conflict occurs and how it can result in both positive and negative consequences.

Teaching tools include role plays and guides for resolving conflicts with coworkers, friends and family members. This unit is part of the “Ready, Set, Work” curriculum, which contains 31 teaching units.

Making personal choices is a basic right that is important to all of us.  Having choices gives us more control of our lives which leads to greater satisfaction and happiness. Traditionally, individuals with ID/DD have had choices made for them. However, like all of us, people with ID/DD have preferences about every facet of their lives. 
This training teaches staff how to help the people they work with to make real choices, become empowered and in doing so, experience a better quality of life.

Communication is the cornerstone of human interaction.  It can make or break a professional or personal relationship. It is also a great challenge for many people with developmental and intellectual disabilities. This unit teaches the tools of good communication including how to be a good listener, 3 Rules Before Speaking, conversation manners and nonverbal cues. 

The unit also teaches how to politely respond to directives from a supervisor and how to communicate assertively at work or at play. This unit is part of the “Ready…Set…Work!” curriculum, which contains 31 teaching units.

People who live in YAI residences are entitled to participate as fully as possible in decisions that effect their lives. The residence is the consumers’ home as well as a program to teach skills towards greater independence. The Self Government / Empowerment handout lists forums at YAI where consumers have an opportunity to voice concerns and ideas.  The handout also contains many excellent ideas for establishing house rules and for planning and supporting effective meetings with consumers.

YAI’s vibrant self-advocacy group of adults with intellectual disabilities, now in its 11th year, shares insights, advocacy experience and ideas, as well as financial, recreational and artistic tips. Some of the highlights include articles about the Advocacy led “Strike the R-Word” Campaign, their testimony for funding needs before OMRDD, the importance of passage of the Hate Crimes Bill and the tournament for Wheelchair Softball.

Use this Newsletter to spearhead advocacy initiatives in your programs!

The newsletter came about as a result of a Newsletter Committee that was established in the YAI NYC Self Advocate Association.  The first academic year 2007-2008 there was 1 edtion, the year 2008-2009 there were 2 editions and for 2009-2010 they are planning 4 editions - one for each season.  This will hopefully remain as the ideal.  Each edition has gotten better and better!!  The members of the Newsletter Committee are assisted by the Social Work student who is in placement with me for the particular academic year.  This year that person is Ms. Odessa Antoine.