Transcript No Slide Title

The LEND Self-Advocacy Opportunity in North Carolina:
Success & Impact
Megan L. Kovac, Adrienne Villagomez, Chris Cordiero, Keith Errickson
Background
• PSE options for individuals with I/DD are increasing
• Research on inclusive education has focused on
inclusion primary and secondary education
Results
Figure 1: Success of Implementation
Themes in Qualitative Data
Enhanced perspective
• “I think having a
self-advocate trainee
was one of the most
valuable parts of the
course- it brought
greater awareness to
what self-advocacy is
and how to be part of
it”
• Little research has investigated specific interventions
to promote positive attitudes about inclusion1
• Research suggests that inclusive educational settings
promote respectful environments and relationships2
• “Overview” courses on inclusion are insufficient to
promote positive perception among future
professionals 3
Challenged
stereotypes
Personal and
professional growth
reported by SA
• “Powerful example
of how important it is
to include voices of
individuals with DD
in the ‘conversation’
– I feel the selfadvocate dispelled
the stereotypes.”
• Social learning
• Familiarity with Self
Advocacy
• Increased confidence
• High level of
perceived inclusion
• Valued support staff
(coach, mentors)
Conclusions
• In light of this evidence, the CIDD established the first
Self-Advocate opportunity with the LEND program
• Significant impact on personal and professional growth
Figure 2: Impact on Trainees
Purpose
• High level of quality and success of implementation
• Graduate trainees felt better equipped to work with people
with disabilities after participating in inclusive coursework
• To evaluate the success of the LEND Self-Advocate
traineeship
Future Directions
• To assess the impact of the LEND Self-Advocate
opportunity in 2 cohorts of LEND trainees
• Clarify roles and expectations for SA trainees
• Balance program continuity and individual needs
Aims-Methods Crosswalk
• Continue to evaluate program success and impact
• Use evaluation and research to inform PSE opportunities
Methods
References
1Brownlee,
Aims of Evaluation
Perceived Impact by Self-Advocate Trainees
J., & Carrington, S. (2000). Opportunities for authentic experience and
reflection: A teaching programme designed to change attitudes toward disability
for pre-service teachers. Support for Learning, 15, 99-105.
K.J., Bible, C. (2011). What it means to mentor: One student’s
non-traditional story. Think College Insight Brief, Issue No. 11. Boston, MA:
University of Massachusetts Boston, Institute for Community Inclusion.
2Fasching-Varner,
Qualitative Feedback from
2011-2012 Self-Advocate
Interview
Qualitative Feedback from
2012-2013 Self-Advocate
Interview
• “It gives graduate students
some idea of self-advocacy
and actually seeing a special
needs person in the class…
[helpful because] they might
have thought I wasn’t going
to get something in class
because I was slow to learn
but then I changed their
minds.”
• “I thought I will be getting
taught more than teaching
other people. So, it was
nice that I was able to
teach others.”
• “[Other students] would
look to me first for
answers… my experience
was more first hand.”
3Praisner,
C. L. (2003). Attitudes of elementary school principals toward the
inclusion of students with disabilities. Exceptional Children, 69, 135-145.
Acknowledgements
•Deborah Zuver and Donna Yerby, LEND Self-Advocate Trainee Mentors, CIDD
•Angela Rosenberg, PBL Instructor
•2011-2012 & 2012-2013 LEND Self-Advocate Trainees and LEND Trainees
participating in the PBL course and survey
•For information, please contact [email protected].