Spring 2024 SOWK 322 Week 10 - Teaching Students to Self-Advocate
A presentation at Heritage at CBC Week 10 in in Pasco, WA 99301, USA by Jacob Campbell
Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 322 Spring 2024 TEACHING STUDENTS TO SELF-ADVOCATE Week 10 Lecture Video Photo by Sharon McCutcheon on Unsplash
AGENDA ➤ Week check-in ➤ Teaching students to self-advocate
MIDCOURSE FEEDBACK Response Rate 6 Thank you all for the feedback sounds like the way the class is going 20 Responded Didn’t Respond
A-03B: GROUP PRESENTATION SELF-REFLECTION QUESTIONNAIRE Seven people still haven’t done it. If you email me at campbell_j@heritage.edu and ask me to open it, I will, if you ask me this week.
THIS WEEK IN SOWK 322 ➤ Read Chapter 11 ➤ Watch the NJC Video ➤ Watch this lecture video ➤ Make at least three replies in the forums Chapter 11 Discussion Prompts Trust and Relationship Building The Communication Bill of Rights and Communicating Across Disabilities Connecting with Disability Through Film
“ Serving as a disability educator is about facilitating the process of identity development and self-advocacy that is so crucial to learning. (McCarthy, 2017, p. 11)
The foundation of self-advocacy is… SELF-AWARENESS SELF-REALIZATION The graphic is from the same paper. (Downing et al. 2007)
HOW IT GETS IMPLEMENTED ➤ It can be a speci c goal on the IEP ➤ Through direct instruction. ➤ Walking students through the process fi Martin et al (1993) explain how self-advocacy ts within the IEP and transition plans throughout the entire academic career fi ➤
REFERENCE Downing, J. A., Earles-Vollrath, T., & Schreiner, M. B. (2007). E ective self-advocacy: What students and special educators need to know. Intervention in School and Clinic, 42(5), 300-304. https://doi.org/10.1177/10534512070420050701 Martin, J. E., Huber Marshall, L., & Maxson, L. L. (1993). Transition policy: Infusing selfdetermination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16(1), 53-61. https://doi.org/10.1177/088572889301600105 ff McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus: Enriching the Student Learning Experience, 12(5), 10-16. https://doi.org/10.1002/abc.225
Communication is an essential skill for social workers. Learning to communicate effectively and build relationships with persons with many different needs is crucial for all of us. Rothman’s (2018) chapter 11 provides in-depth and practical application for how social workers can optimize communication and relationships with clients with special needs. The following are the learning objectives for week 10.
- Recognize worker skills that can enhance communication
- Identify the Communication Bill of Rights
- Learn to integrate client strengths to improve communication
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