Print đź–¨ PDF đź“„

Module 5: Pathways to Careers: Advocating for My Rights Under the ADA

SECTION 1: Introduction for Training Facilitators

Overview

The ADA and Self-Advocacy for Youth — Train-the-Trainer Curriculum has been developed with a modular design. Using the train-the-trainer model, each module will include multiple components including:

  • PowerPoint slides with presentation content and talking notes.
  • Training facilitator talking points and speaker notes.
  • Videos and other multi-media content (when appropriate)
  • Activities such as role play scenarios, quizzes, and art activities.
  • Relevant resources including targeted documents, organizations, and websites.

The modules are designed to be presented in stand-alone sessions. Shorter or longer sessions may be developed based upon the students’ needs. A menu of interactive exercises will be provided for each module. One or more activities may be selected to reinforce the learning objectives based upon the needs of the facilitator and students.
Training facilitators participate in a train-the-trainer event led by the BBI/SEADA Curriculum Development Team. Training facilitators will also be provided with targeted, relevant materials about hosting an accessible training event, accessible presentation methods, effective utilization of the module materials, and strategies for customizing modules based on audience needs.

Learning Modules

  • Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap
  • Module 2: Disclosure Decisions and Talking About My Disability
  • Module 3: The ADA in the Workplace
  • Module 4: The ADA in Higher Education
  • Module 5: Advocating for My Rights Under the ADA
  • Module 6: Skills for Successful Employment
  • Module 7: The ADA and Reasonable Accommodations on the Job
  • Module 8: The ADA in the Community
  • Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing
  • Module 10: The ADA and Effective Communication for Individuals who are Blind or Low Vision
  • Module 11: Interactions with Law Enforcement
  • Module 12: Parent to Partner

Module 5: Pathways to Careers: Advocating for My Rights Under the ADA

Module 5: Pathways to Careers: Advocating for My Rights Under the ADA provides a basic overview and understanding of the concept of self-advocacy, why it is important, and some strategies for engaging in it. The module will also address the use of Supported Decision-Making as a strategy for getting support when one needs it. Discussion questions are incorporated throughout the slide presentation. Interactive exercises are provided to reinforce the content from the slide presentation and the video.
The PowerPoint presentation provides a basic overview of self-advocacy and empowerment, times when self-advocacy may be needed, and tips on self-advocacy. The lessons from the PowerPoint presentation are reinforced by the suggested advance readings that students can access, the initial exercise focused on imagining the next 3-10 years of their lives and changes they may face, and the post-presentation interactive exercises on envisioning the future, considering when self-advocacy can be used, and learning about productive and unproductive communication styles. The overall goal of this module is to broadly introduce students to the concept of self-advocacy as a skill.

Learning Objectives

The student will:

  • Learn about the “self-advocacy.”
  • Learn why self-advocacy is important.
  • Learn about the benefits of being a self-advocate.
  • Learn how the services they get in high school are different from adult life.
  • Learn why the need to advocate for yourself is important.
  • Learn strategies for self-advocacy.
  • Learn tips for speaking up.
  • Be introduced to Supported Decision-Making as a process for making good decisions.

SECTION 2: Strategies for Customization

Adapting and Making Accommodations for Students with Disabilities

The following resources provide guidance on working with students with a variety of disabilities. The resources provide information about adaptations that can be made to instructional techniques and accommodations that can be provided to increase inclusion in the classroom.

Customizing the Lesson Using Presentation Material and Interactive Exercises

There are three sets of resources provided that can be woven together to customize the learning experience, depending on your goals as a facilitator for this particular lesson on the ADA and Higher Education (e.g., providing a very simple introduction versus teaching the basics as a platform for having students engage in deeper learning about complex examples). These include: (1) advance preparation material that students can review; (2) a set of PowerPoint slides that can be used in a presentation and discussion format; and (3) a set of interactive exercises to stimulate applied learning, creativity, and deeper thinking about the concepts.

1. Advance Preparation Material for Students

This lesson provides a very simple, high-level overview of self-advocacy. The goal is to introduce students to the idea of “self-advocacy” and about the benefits of being a self-advocate. Suggested resources for advance preparation include readings and videos of self-advocacy.

As noted, these materials can be provided in advance to students, or if the class session is long enough, they may be used in class prior to presenting the PowerPoint slides and getting into a specific discussion of self-advocacy. Alternatively, they could be used as both advance preparation (pre-homework) and repeated in class to reinforce the learning.

2. PowerPoint Slides

The PowerPoint slides can be used in class to provide an overview of Advocating for My Rights Under the ADA. Combined with the interactive exercises, the presentation can be extended to cover a long class session or multiple smaller class sessions. The slides can also be presented on their own as part of a short lesson on Advocating for My Rights Under the ADA.

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material “Advocating for My Rights Under the ADA.” For example, while the presentation material explains the self-advocacy and discusses the process, an interactive exercise leads the students to practice how to self-advocate. Therefore, the exercise provides a concrete lesson on the accommodation process and explains how the ADA is a law that applies to colleges and universities.

SECTION 3: Suggested Advance Preparation for Facilitators

Readings

Web Course

  • Foundations of the Americans with Disabilities Act Web Course
    Source: Southeast ADA Center
    Link: bit.ly/foundations-ada-course
    The ADA Foundations (bit.ly/foundations-ada-course) is a comprehensive web course designed to increase your knowledge and understanding of the core concepts about the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). The web course has been developed to help you learn about the important concepts of the ADA and to think about inclusive solutions for people with disabilities in the workplace, state and local government programs, and private businesses.
    Learning Objectives of ADA Foundations web course
    Upon completion of this web course, you will be able to:

    • Discuss the purpose of the ADA using a civil rights framework.
    • Identify the five titles of the ADA.
    • Provide a basic overview of each title of the ADA.
    • Define the general nondiscrimination requirements of the ADA.
    • Explain each nondiscrimination requirement using 1-2 real-life examples.
    • Identify the defenses or limitations of each nondiscrimination requirement.
    • Identify the federal agencies responsible for enforcing each title of the ADA.
    • Locate and use resources for information on the ADA.

SECTION 4: Suggested Advance Preparation for Students

The following advanced reading assignments and video excerpts can be assigned to students to prepare them for learning about Disclosure, Self-Identification, and Discussing Your Disability

Readings

Videos

  • Activate Here
    Activate Here! is a series of seven short videos for self-advocates, created by self-advocates. These downloadable videos can help people with intellectual and developmental disabilities develop their advocacy skills.
    Source:     Welcome Change Productions
    Link: vimeo.com/113539854

Web Course

  • Foundations of the Americans with Disabilities Act Web Course
    Source: Southeast ADA Center
    Link: bit.ly/foundations-ada-course
    The ADA Foundations (bit.ly/foundations-ada-course) is a comprehensive web course designed to increase your knowledge and understanding of the core concepts about the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). The web course has been developed to help you learn about the important concepts of the ADA and to think about inclusive solutions for people with disabilities in the workplace, state and local government programs, and private businesses.
    Learning Objectives of ADA Foundations web course
    Upon completion of this web course, you will be able to:

    • Discuss the purpose of the ADA using a civil rights framework.
    • Identify the five titles of the ADA.
    • Provide a basic overview of each title of the ADA.
    • Define the general nondiscrimination requirements of the ADA.
    • Explain each nondiscrimination requirement using 1-2 real-life examples.
    • Identify the defenses or limitations of each nondiscrimination requirement.
    • Identify the federal agencies responsible for enforcing each title of the ADA.
    • Locate and use resources for information on the ADA.

SECTION 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: What do you think of when you hear the statement, “This is what my life will look like in 5 years.” What is happening for you then? What changes will you need to make in the next 5 years? Who might be able to help you during the next 5 years as you work on making changes for your life? Let’s share our ideas of what our lives might look like in 5 years, and let’s make a list of the changes we will need to make and the sources of help we might use to make these changes for our lives. (Keep these lists for use at the end of the Module.)
(Facilitator Note: Vary the time frame of “in the next 5 years” according to the milestones that may be approaching for your group and the level of life experiences among the group; use a time frame from 3 years to 10 years accordingly.)

Today we are going to learn about the Americans with Disabilities Act and self-advocacy.

Facilitator Note: Use the Module 5 PowerPoint slides, Pathways to Careers… You’re in the driver’s seat! Self-Advocacy.

Post Module for the Training Facilitator:

Post-Module Facilitator Note: After you have completed the PowerPoint and learning activities, summarize the session(s) with the group. From the Pre-Module activity, review the lists of changes that the group identified to be made in the next 5 years and the sources of help they identified in order to get to where they want to go.

“Now that we have finished this module on self-advocacy, are there other changes you want to add to this list, and are there other sources of help that you would like to add to this original list?” (Use another color for adding responses from the group to clearly show what has changed since the start of this module.)

After you have completed the PowerPoint and learning activities, summarize the session(s) with the group. From the Pre-Module activity, review the lists of changes that the group identified to be made in the next 5 years and the sources of help they identified in order to get to where they want to go.

“Now that we have finished this module on self-advocacy, are there other changes you want to add to this list, and are there other sources of help that you would like to add to this original list?” (Use another color for adding responses from the group to clearly show what has changed since the start of this module.)

SECTION 6: Learning Activities

For the Training Facilitator:

Facilitator Note: Learning activities have been designed to reinforce the content from the PowerPoint presentation. A menu of activities has been provided. You may choose one or more activities based upon the time that you have to present the material and upon the needs of the students. For each interactive activity designed to reinforce the content from the PowerPoint presentation, suggested time frames are included below. Please keep in mind the age of your youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity #1: Group Discussion

Facilitator Note: Please allow time frames for these discussions and activities that are appropriate for the size of the group and the nature of the makeup of the group. Please be flexible if the discussion or the sharing is productive, and the participants are actively engaged.

Activity 1A: “How Do I Know When the Time Is Right?”

Time: 10 minutes or more

Facilitator Script: How do you know when the time is right for you to speak up for yourself or to ask for help? Do you remember a situation when you realized something was happening that did not seem right? Or have you been in a situation when you suddenly realized that you were going to have to ask for help because of what was happening with you? What were you feeling at that time? (Allow responses from group.)

You might call that “uncomfortable.” This is a signal to you that this might be a time when you need to speak up for yourself or to ask for help with what is happening. Does anyone remember feeling this way? What was happening?

Next, you need to think about your passion level. Is this important to you? Do you feel strongly about what is happening? How will the situation affect you? Remember, we have to save our time and energy to fight the battles that are important to us – the things that spark our passion. We don’t want to wear ourselves out trying to fight every battle that comes our way.

Can anyone think of a time when you had to consider your passion level to decide whether or not to speak up for yourself or to ask for help? Here are some things to think about when you consider your passion level:

  • What do you know about what is happening to you?
  • Is it wrong?
  • Do you know if someone is breaking a rule or a law?
  • If you are not sure, is there someone you can check in with to see what that person thinks?

Finally, you might want to check in with someone you trust, if you can, just to make sure that the way you are feeling does call for you to advocate for yourself. Does that person know more about what is happening? Does that person also think it is wrong? Then, the time to advocate is right!

Activity 1B: “What Does Self-Advocacy Look Like?”

Time: 10 minutes or more

Facilitator Script: “Let’s think of some times when you advocated for yourself. I will read a statement, and let’s share what comes to mind for you when you hear the statement.”

Statement 1: “I feel comfortable speaking up for myself.” This could be anywhere—at home, at school, out in the community, anywhere. What did you think of when you heard that statement? (Reinforce that each instance of speaking up for yourself is self-advocacy.)

Statement 2: “I know how to ask for help when I need it.” What did you think of when you heard that statement? (Reinforce that each instance of asking for help when it is needed is self-advocacy.)

Statement 3: “I know about my legal rights.” What did you think of when you heard that statement? What are some of the legal rights you may have? If you are uncertain about your legal rights, how can you find out about your legal rights?

Activity #2 Art Projects & Musical Expression

Art Projects

Facilitator Note: If your group is especially engaged by art activities, such as drawing, painting, collages, murals, etc., you might use art materials to do the following. Please keep in mind the age of your youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group. If you have members of your group who will have difficulty manipulating art materials, such as youth who have difficulty using scissors due to limited hand dexterity, consider working in partners or small groups.

If your group is made up of students with varying levels of vision loss, consider having students with low vision work as partners or in small groups with students with total vision loss. Using materials such as magazines, advertising flyers, brochures, pamphlets, etc., have the students with low vision audio describe the pictures and words that the partners or small groups might decide to use in a collage or mural. If your group is made up of students with total vision loss, consider using the Musical Expression activity with your group.

Activity 2A: “My Life in 5 Years”

Time: 15 minutes or more

Facilitator Note (Materials): Use large pieces of drawing paper and any art materials you like.

Facilitator Note: Using any art materials, show what you think your life will be like in 5 years from now.

  • Where will you be living?
  • What will you be doing?
  • Do you have any favorite activities in the community?

This is your picture of the world you would like to create for yourself. When you are finished with your picture of your life in 5 years, turn your paper over and write on the back any changes you will need to make to get there, and possible sources of help that might get you to where you want to be in 5 years from now. When I call time, we will get together to share our pictures of our lives in 5 years.

Facilitator Note: Vary the time frame of “in the next 5 years” according to the milestones that may be approaching for your group and the level of life experiences among the group; use a time frame from 3 years to 10 years accordingly.

Activity 2B: “This Calls for Self-Advocacy!”

Time: 15 minutes or more
Facilitator Note: Using the statements below, have the group use any art materials to show a time when the statement is true for that person. Emphasize that the instance shown in their work could be anywhere, such as at home, at school, in the community, etc., or at any time.
Statements to illustrate in art projects:

  • “I feel comfortable speaking up for myself.”
  • “I know how to ask for help when I need it.”
  • “I know about my legal rights.”

When I call time, we will get back together to share our artwork. (Reinforce each instance of self-advocacy illustrated in the artworks.)

Musical Expression

Facilitator Note: If your group is engaged by musical expression, you might want to use activities such as singing, simple musical instruments, percussion instruments, drumming, etc. The activity of drumming can be done using plastic buckets or containers or using hands on tabletops. Please keep in mind the age of your students as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity 2C: “My Song for Me!”

Time: 15 minutes or more
Facilitator Note: For this Musical Expression activity, vary the time frame for “in the future” according to the milestones that may be approaching for your group and the level of life experiences among the group; use a time frame from 3 years to 10 years from now accordingly.)
Facilitator Script: “Today you are going to create your own song that tells about you and what you want your life to be like in 3 years from now. Some of the things you might think about including in your song are:

  • Where will you be living?
  • What will you be doing?
  • Do you have any favorite activities in the community?
  • What changes will you have to make in your life?
  • Where could you get help that might get you to where you want to be in 3 years from now?

This is your song about the world you would like to create for yourself. When I call time, we will get together to share our songs about our lives in 3 years from now. If you need any back-up singers or back-up musicians for your performance of your song, feel free to ask other members of the group.”

Activity #3 Dramatic Arts

Facilitator Note: If your group is especially engaged by dramatic arts, such as role plays, skits, improvisation, etc., you might use dramatic arts activities.
Facilitator Note: Since the purpose of this series of modules is to build self-advocacy skills while learning about rights and responsibilities under the Americans with Disabilities Act, other self-advocacy skills activities have been introduced in other modules. You might want to refer to some of these to build and strengthen self-advocacy skills among your group if you have not previously utilized these other self-advocacy skills activities.

Activity 3A: Self-Advocacy Skills — “This Calls for Self-Advocacy!”

Time: 10—15 minutes
Facilitator Note: Using partners or small groups, have each pair or each small group develop an idea for a skit about one or more of the following statements, and act out the skit in front of the group. Following each dramatic arts performance, ask for feedback from the group about the self-advocacy techniques shown in the skit.
Facilitator Note: If you need prompts, you might ask, “What self-advocacy techniques did you see in this skit?” or “Did you see an example of someone advocating for herself or himself?” or “Did you see an example of someone asking for help?”
Ask the group if they have any suggestions for the situation shown in the skit.
Facilitator Note: If you need prompts, you might ask, “Is there anything you would change about this skit? If so, why?”
Statements for dramatic arts skits:

  • “I feel comfortable speaking up for myself.”
  • “I know how to ask for help when I need it.”
  • “I know about my legal rights.”

Activity 3B: Self-Advocacy Skills – “Is Your Style Working for You?”

Time: 10—15 minutes

Facilitator Note: When people are not using an Assertive Communication Style to get what they need or to ask for help, they sometimes use one or more of the following not-so-productive communication styles. Using dramatic arts skits, review these passive and aggressive communication styles with your group, and then contrast each skit with what the situation might look like using an assertive self-advocacy approach.

Communication Styles

Passive Communication

Sometimes people use communication styles that are passive, and their efforts to get what they need or to ask for help are not effective. Here are some examples of communication styles that are passive and usually not productive:

  • Sometimes people are afraid to say anything or do anything that might offend someone else, especially bureaucrats, so they only say or do what is considered to be “nice” or agreeable. Often, this results in not getting what they need. With a partner or in a small group, create a skit where a person uses passive communication and is afraid to speak up or to disagree with the decisions of others, even though this prevents the person from getting what is needed. After the passive communication skit is presented to the group, have the partners or small group act out the same situation in an assertive communication style to show how the person could speak up for oneself or to ask for help or for what is needed.
  • Sometimes people do not speak up for themselves at all, but they expect others to speak up for their rights and to intervene on their behalf. Often, this results in having to go along with what others have decided for them, and this may not get their needs met. With a partner or in a small group, create a skit where a person uses passive communication and does not speak up at all but allows others to speak up and make decisions for that person, which prevents the person from getting what is needed. After the passive communication skit is presented to the group, have the partners or small group act out the same situation in an assertive communication style to show how the person could speak up for oneself or to ask for help or for what is needed.

Aggressive Communication

Sometimes people use communication styles that are aggressive, and their efforts to get what they need or to ask for help are not effective. Here are some examples of communication styles that are aggressive and usually not productive:

  • Sometimes people respond with anger and forcefulness instead of calmly and methodically building a good case for what they need. Often, this results in not getting what they need. With a partner or in a small group, create a skit where a person uses aggressive communication by responding with anger and forcefulness instead of speaking up calmly and repeatedly asking for what is needed. After the aggressive communication skit is presented to the group, have the partners or small group act out the same situation in an assertive communication style to show how the person could calmly speak up for oneself or focus on asking for help or for what is needed.
  • Sometimes people become defensive of their own words and actions and become critical of or attack the words and actions of others. Often, this results in not getting what they need. With a partner or in a small group, create a skit where a person uses aggressive communication by responding with defensiveness of oneself and criticism of others instead of speaking up for oneself and focusing on what is needed or asking for assistance. After the aggressive communication skit is presented to the group, have the partners or small group act out the same situation in an assertive communication style to show how the person could focus on speaking up for oneself or focus on asking for help or for what is needed..

Activity#4 Role Models

Facilitator Note: For young people with disabilities, it is very important to identify with role models who are people with disabilities living independently in the community. Sources for finding role models that may serve as guest speakers in class include:

Activity 4A: “And Now, A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about a time when they had to use their self-advocacy skills, either to speak up for themselves and their needs, to ask for help when needed, or to inform others about their legal rights when necessary. Then allow time for the group to ask questions and dialogue with the role model(s).

Activity 4B: Virtual Reality—”A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Using Zoom or a similar platform, invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about a time when they had to use their self-advocacy skills, either to speak up for themselves and their needs, to ask for help when needed, or to inform others about their legal rights when necessary. Then allow time for the group to ask questions and dialogue with the role model(s).

SECTION 7: Handouts or Materials Needed

  • Audiovisual equipment for PowerPoint presentation and/or videos.
  • Art materials, blank paper, colored pencils or markers.
  • Photocopies of PowerPoint slides, including alternate formats such as large print, Braille, and electronic formats such as a USB drive for students with visual or print disabilities.

SECTION 8: After Class

Homework Possibilities

Interview someone at home, your school, in your neighborhood or in the community.
Ask one or more of the following questions:

  • Can you tell me about a time or situation when you had to speak up for yourself?
  • Can you tell me how you asked for help when you need it?
  • Can you tell me about a time when you had to know about your legal rights?

During the next session, we will share these interviews with the group.

Facilitator Note: You may wish to identify several people in the school or community who would be willing to assist with this homework assignment. Refer to Section 9 – Community Organizations for possible contacts. Students may also want to interview someone they know such as a family member or friend. The contacts for the exercise may be people with and without disabilities.

Quiz Questions

Use these quiz questions to reinforce learning by giving this pop quiz at the end of class, as a homework assignment, or at the beginning of the next class session. Correct answers are noted with an asterisk (*).

  • Self-advocacy means speaking up for yourself about the things you want for your life.
  • Yes*
  • No
  • It is always a good idea to get advice from people we trust when we have to make big decisions.
  • Yes*
  • No
  • Supported Decision-Making is a way we can involve other people when you need help making decisions.
  • Yes*
  • No
  • One way we are empowered is by being in control of the decisions we make.
  • Yes*
  • No
  • Being a good self-advocate means other people, not you, make decisions for you.
  • Yes
  • No*
  • Being a good self-advocate means asking questions when you don’t understand something.
  • Yes*
  • No
  • It is always a good idea to write things down so you can remember them.
  • Yes*
  • No
  • Being a good self-advocate means being a good listener.
  • Yes*
  • No
  • It is ok to ask for time to calm down if you feel yourself becoming upset.
  • Yes*
  • No
  • Speaking up for yourself is a skill that you learn over time.
  • Yes*
  • No

 

 

 

SECTION 9: Resources for Students

Additional Reading and Videos

Americans with Disabilities Act Information Center

ADA National Network

Phone: 1-800-949-4232 (toll free)
Website: adata.org
Facebook: facebook.com/adanetwork
Twitter: twitter.com/ADANational

National Resources

Community Organizations

Scroll to Top