Emily Kingsley | Jul 14, 2006

Does the agency have a Self Advocacy Group where self advocates can meet, discuss, socialize and have meaningful input in the agency's programs? If yes, how is this advertised? How often does it meet? Where? How successful has it been?

Ric Swierat | Jul 14, 2006

"Yes, the organization has a number of levels of self advocacy groups, beginning with program/residence level up to agency wide. At the recent Annual Meeting (June 13), the current Customer Services Council was elected by our self advocates to represent their interests to our board of directors. Every consumer of Westchester Arc was invited to this meeting to participate as a candidate and elector. In addition, periodic training of self advocates also occurs throughout the year, regardless of membership in any group."

ralph szur | Jul 21, 2006

In addition there wes recently a regional SA conference attended by some consumers and the statewide conference is being held in Albany on Sept. 7,8,9th.

ralph szur life planning director | Jul 21, 2006

The info below is from the from the NICHCY web site. Here 's how SA may be practised in transition planning for HS students.
" For each student, self-determination and self-advocacy skills would certainly be relevant now and in the future. It might be suggested that four of the most fundamental skills or knowledge students can have that will serve them well in a wide variety of adult situations are the following:

-- the ability to assess themselves, including their skills and abilities, and the needs associated with their disability;

-- awareness of the accommodations they need because of their disability;

-- knowledge of their civil rights to these accommodations through legislation such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973; and

-- the self-advocacy skills necessary to express their needs in the workplace, in educational institutions, and in community settings."

Sheryl Frishman, Esq. | Jul 21, 2006

Along the lines of what Ralph has mentioned: the IDEA (Individuals with Disabilities Education Act)speaks about the importance of the transition process and "counseling" is a related service that should be on a good transition plan on the IEP. The federal regulations define "counseling" as among other things "individual or group sessions that focus specifically on......acheiving independence...". The
New York regulations also speak a lot about the student's wishes and goals being incorporated into a plan and self advocacy can be one of the goals. Thus, it is my opinion that at the earliest stage of transition, self advocacy should be a large part of the transition process and school districts need to assure that students can self-advocate to the best of their ability when they leave school. Self-advocacy is, in my opinion, the most important skill that a child can learn in the transition process.