This is a discussion board entry; it doesn’t have to be more then a page long. Use simple wording. I attached the two lecture notes to be used.
Below is the question, I also included one of the other students’ responses so you can see what the teacher is looking for so please read that. Thank you
The question:
The purpose of this discussion is to explore ways in which we can assist our students/ clients/patients to advocate to for themselves in challenging situations.
The lecture notes and web sites for this module along with information you will find on this topic through a web search will assist you in learning about self-advocacy skills and strategies. Be sure to reference any materials used to support your response.
Pick one of the scenarios below and respond to the following prompts:
1. Describe how you could assist this child/adult/family member develop a multi-stepself-advocacy strategy to address the situation. Include in your response the target for change and how you would prepare your client or student to self-advocate for change.
2. Select one consumer organization for people who are blind and visually impaired and describe how it could assist in the change process.
*A child with a vi is being bullied by classmates during recess
*A teenager with a vi does not let her teacher know when she cannot see the board
*A working age adult with a vi is being threatened with job loss due to inability to perform current job-
related activities
*An adult with a vi is having a difficult time walking to the store due to the lack of a traffic light at a busy
intersection
*An older adult is being excluded from activities in a senior center after a recent loss of vision
*Parents of a school age child with vi feel their child’s learning needs in relation to visual impairment are
not being met
The other students response that I would like you to look at please
*A teenager with a vi does not let her teacher know when she cannot see the board
There are many things I could do to help this teenager advocate for herself. First, it is important to know if there are any visual changes that are preventing her from seeing the board.
If so, she could learn different techniques for accessing the material, and then let her teacher know about them. If not, she will have to talk to her teacher without necessarily learning the new techniques. With or without the alternative techniques, there are vital steps to be taken to help this student.
First, as stated in an article from the NFB, it is important for someone to be comfortable with themselves and their visual impairment before they can even become comfortable enough to advocate. Without this confidence and the mindset that they are worthy, even with a visual impairment, self-advocacy will not come easily.
Disability Rights Florida has a great 10-step process to help people become effective self-advocates. I would review these steps with the student, and be with them every step of the way.
From the 10 Steps for Effective Self-Advocacy from DRF, I would especially stress the importance of getting everything in writing, remaining calm and diplomatic while communicating, and following up with a thank you, even if the teacher/other professional was not particularly helpful. To be with her, I would allow her to copy me in email messages, and if possible, sit in during in-person meetings. If need be, we would utilize the chain of command if the teacher still does not cooperate.
Afterwards, I would review the self-advocacy process with this student, tell her what she did right, and how she can improve in the future. I would emphasize the importance of self-advocacy since there will be nobody but her to advocate for herself while in college. There is no TVI, guidance counselor, etc. Self-advocacy is a skill that she will utilize for the rest of her life.
I would also suggest adding self-advocacy goals to her IEP during the next IEP meeting, assuming she is not in her late teens. From the background, her exact age is not known. When added, the goals should still be SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) as to help her build her self-advocacy skills.
The main target for change would be the student herself. She would need to become comfortable with herself, her visual impairment, her needs, and how to express herself effectively. One consumer organization that could assist in the change process is the National Federation of the Blind.
The student could join her local chapter or her state’s Student Division. This would be a excellent way for the student to connect with other successful blind individuals, and develop confidence in herself and her visual impairment.
Moreover, her parents could join the Organization of Parents of Blind Children, and learn to help their daughter advocate for herself outside of the classroom, such as in restaurants or any other setting.
Overall, becoming an effective self-advocate is not always an easy process, but there are steps that can be taken to improve this vital skill.
