1.
Develop a
personal relationship via casual contacts;
2.
Maintain
constant communication (telephone calls, notes, casual meetings) for good news
as well as for concerns;
3.
Make the most
of every opportunity to share information to learn more about the child;
4.
Support one
another in the development of learning opportunities;
5.
Observe,
Listen, Question, Provide information, Request Advice;
6.
Remember: Everyone
has the child’s best interests at heart!
PROFILE
OF AN EFFECTIVE ADVOCATE:
1.
Believes in
the child and is realistic about the child’s present status and his/her
potential;
2.
Believes in
him/herself, his/her ability to achieve what is required, and his/her ability
to persevere;
3.
Knows the child
and has a good understanding of his/her needs and how they may be met;
4.
Knows the
child’s legal relights and responsibilities, the school board’s policies and
procedures, the school personnel’s understanding of the situation, the
educational plans, the board’s procedures, and resources;
5.
Identifies
unmet needs and/or rights;
6.
Recognizes
key people, his/her allies, and the available resources;
7.
Recognizes
obstacles to achieving what is required – persons, policies, practices,
resources;
8.
Is a good communicator:
prepares
for meetings
is
proactive, systematic and knowledgeable
has
the necessary documentation;
listens
attentively
hears
watches
notes
how something is said and what is not said
recognizes
family/systemic barriers
understands
other’s positions
acknowledges
what is said
requests
clarification and further information;
expresses
self in an assertive, organized manner
records
what is said, when, by whom and
the expected follow-up;
ensures
all parties are equally aware of all the facts, provides information
before
meetings and provides positive feedback and empathy;
encourages
others to give their opinions;
provides
opinions
makes
allowances for personal styles
and
is patient
9.
Focuses on a
team approach and formulates compromises
(win/win solutions)
10.
Follows up to
ensure that all parties have fulfilled their obligations and provides written
confirmation of decisions;
11.
Accepts that
advocates are not always popular;
12.
Recognizes
that it is essential to teach the child to learn how to be a self-advocate and
then, steps back and lets go.
1.
Recognize,
identify and define the problem.
2.
Commit to
solving the problem together.
3.
Brainstorm
and gather all the necessary information to develop a strategy.
4.
Choose the
best strategy based on the child’s status, the professional personnel
available, the resources available, and contextual variables that may impact on
the outcome. Agree on a time frame.
5.
Implement the
strategy. Remember that consistent
expectations from home and school are essential.
6.
Monitor and
evaluate the effectiveness of the strategy at school and at home.
7.
Alter the
strategy, if required.
Remember:
The
squeaky wheel gets greased
Information is power
Believe in your child
Believe and trust in yourself, you can do it
No doctor, therapist, teacher, or any other professional knows your child better
than you do; you deal with it 24/7, “professionals” don’t
Obey
your hunches
Educate
yourself: read, read, read!
Learn
your child’s rights
Find
a good advocate, using the profile above
Visit the Wright’s Law website for practical help. In a recent issue of their newsletter, they presented some wonderful articles, such as "ADVOCACY TIP: HOW TO USE A 'PARENT IEP ATTACHMENT'" and "Advice from Indiana Advocate Pat Howey - Trusting the System To Do What's Right". For a printer-friendly version, click here.
South Dakota University provides a great Dictionary: For Parents of Children with Disabilities. This will enable you to trade acronyms like a seasoned pro!
“From Emotions to Advocacy-The Parents’ Journey”
SNAP - Special Needs Advocate for Parents
Patient Centers ~ Support and Advocacy
Family Resource Center on Disabilities
Note Taking:
A.
Keep
detailed, dated notes. Be sure to
record names, phone and extension numbers of all you talk to.
B.
Tell the
people you are talking to you are writing down what they are saying and be sure
to indicate in your notes that these are direct quotes. Ask them to repeat themselves if necessary.
C.
Ask for items
to be sent to you in writing. For example, if you have been told your child
will have a one-to-one, full time aide, be sure you have a copy of this
promise.
D.
Keep a file
of copies of doctors’ assessments and recommendations. If you are requiring a doctor’s care due to
personal stress, have them write you a note and keep copies of such. This may
come in handy when requesting respite hours.
E.
Log all phone
calls. Keep a pad for this specific purpose beside the phone, and keep track of
information.
F.
If you are placing
the call, map out what you are going to say, leaving spaces for answers.
G.
If you are
constantly given the “run around”, make your dissatisfaction known, ensure you
are speaking to the person in charge. Be sure to log.
H.
You may want
to follow up a phone call or meeting with a short letter reiterating the
conversation (facts only). Be sure to copy your letter to people/agencies such
as advocacy, governmental, case workers etc.