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Creating a disABILITY Advocate Program

Creating a disABILITY Advocate Program. Developing Ready, Willing, and Able Partners Emily Shryock The University of Texas at Austin. What is a disABILITY Advocate Program?. Outreach program for students, faculty, and staff Use of placards for program completion

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Creating a disABILITY Advocate Program

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  1. Creating a disABILITY Advocate Program Developing Ready, Willing, and Able Partners Emily Shryock The University of Texas at Austin

  2. What is a disABILITY Advocate Program? • Outreach program for students, faculty, and staff • Use of placards for program completion • Visual reminder of Advocate pledge • Increase recognition of program • Serve as a referral system • Three versions of training designed to meet different needs across campus • Emphasizes action and advocacy

  3. disABILITY Advocate CurriculumLearning Outcomes • Have knowledge of the prevalence of disability and disability categories (invisible disabilities) • Be aware of appropriate language use about disabilities • Understand the minority/cultural perspective of disability • Recognize stereotypes and challenge assumptions about people with disabilities • Identify barriers to people with disabilitiesand work to reduce these barriers on campus

  4. Why Do You Need a disABILITY Advocate Program? • Involve campus offices and departments in efforts to enhance disability inclusion and accessibility • Improve campus culture for people with disabilities • Increase campus inclusion and accessibility • Reduce misunderstandings and frustrations for faculty, staff, and people with disabilities

  5. Program Response • “I like the cards (placards). A coworker has the card posted in his office.” • “Since we have included a statement about accommodations on our flyers, we have seen an increase in accommodation requests which can only mean that persons with disabilities feel more accepted and therefore more inclined to attend our programs.” • “Our advisors are more empathetic and consider the invisible challenges our students might have.” • “The training taught me awareness. One week after the training I realized that our trash cans were blocking the accessible door entries. Now our facilities are more inviting to all!” • “Disability is a category of diversity and the advocate program shows our registered students that we are building advocates across campus and not just coordinating accommodations.”

  6. Phase 1 • Create Branding/ Logo/Presence • Develop recognition of program • Create meaning “You are a disABILITY advocate” • Display with item of value (placard)

  7. Phase 1, cont’d. • Curriculum Development • Identify Learning Outcomes • 3 Versions: Foundation, 101, and Faculty • Include basic/general information on disabilities • Provide specific examples of how to apply knowledge to work interactions/role • Incorporate opportunity for interaction and discussion through case studies • Create evaluation form and follow-up survey to measure learning outcomes and gather feedback

  8. Phase 1, cont’d. • Implementation • Marketing strategy • Start with key partners on campus • Recruit participants from various departments and offices • “Infiltrate” offices with Advocate placards to increase referrals • Implement Foundation as primary program • disABILITY 101 to create interest for Foundation Program • Offer “open trainings” for individuals and “in-service trainings” for offices/departments • Keep database of Advocates on campus

  9. Phase 2 • Implement faculty program • Targeted marketing for faculty • Train facilitators • Reduces burden on staff and allows for more trainings • Refine/update program • As needed: review feedback/evaluation results, increase handouts and resources • Develop student group • Involve students in advocacy work: disABILITYAdvocate Student Coalition • Create website, email address, listserv

  10. Phase 3 • Create opportunity for academic credit • 2 semester commitment: 1 semester of learning material for program and 1 semester of facilitating trainings/presentations *Based on the Gender and Sexuality Center’s Peers for Pride Program • Hire interns/GA to assist with disABILITY Advocate growth and development

  11. Are You Ready, Willing, and Able? Take some time to review the three phases of the disABILITY Advocate Program and consider how you could start establishing a similar program on your campus.

  12. Questions or Comments? • We hope you now feel ready, willing, and able to implement a disABILITY Advocate Program on your campus! Contact: Emily Shryock Emily.s@austin.utexas.edu Services for Students withDisabilities The University of Texas at Austin

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