Transcript Customizing the Consumer Advisory Committee (CAC) Orientation Curriculum: Perspectives from the AUCD

Customizing the Consumer Advisory
Committee (CAC) Orientation
Curriculum:
Perspectives from the AUCD
Network
The CAC Orientation curriculum was funded in part by the Administration on
Developmental Disabilities under Contract #233-01-0022 to the Association of
University Centers on Disabilities. The content of this material does not
necessarily reflect the views and policies of the Administration on Developmental
Disabilities. No official support or endorsement by the Administration on
Developmental Disabilities is intended nor should be inferred.
AUCD Annual Meeting 2007
Background of Curriculum
• ADD wanted a resource to assist UCEDDs to
orient new and existing Consumer Advisory
Committee members
• AUCD Policy fellowship project
– Consulted and worked with ADD, COCA, UCEDD
Directors
• Tested at last Annual Meeting
• Reviewed by ADD, SABE and released on
AUCD website in June, 2007
AUCD Annual Meeting 2007
What processes were used to develop & validate the
materials?
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Formed an Advisory Workgroup
Reviewed existing materials:
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Gathered additional information:
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The 1995 AAUAP Consumer Council Orientation Manual
CAC orientation resources currently in use across the UCEDD network
COCA
Advisory Workgroup
2006 Directors Retreat attendees
Workshop attendees at the 2006 SABE Conference
Identified/validated promising practices with Advisory Workgroup
Obtained Advisory Workgroup feedback on materials developed for project
Conducted focus groups on the materials with two CACs
Conducted evaluative workshop at AUCD Annual Meeting
Incorporated feedback from focus groups and workshop
Provided materials to ADD
Incorporated feedback from ADD
Submitted materials to additional, outside reviewers
AUCD Annual Meeting 2007
How is the CAC Orientation Curriculum
structured?
• 5 modules, each containing slides and an instructor’s
manual
• Appendices (readings, handouts, further resources)
• Designed to be customized by individual UCEDDs
– Pick and choose which modules or elements of modules to
use
– Add additional material into the slides, manual, or
handouts
AUCD Annual Meeting 2007
Overview of Each Module
AUCD Annual Meeting 2007
Module I:
The Basics: UCEDDs and the CAC
• The goal of this module is to give new and existing
CAC members an understanding of their role within
the larger context of the UCEDD and the UCEDD
network.
• Content Covered:
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The DD Act
DD Act Programs
The State DD Network
The CAC
AUCD Annual Meeting 2007
Module II:
How are UCEDDs Connected?
• The goal of this module is to give CAC members an
understanding of how UCEDDs are connected at the
national level.
• Content Covered:
– Administration on Developmental Disabilities (ADD)
– Association of University Centers on Disabilities (AUCD)
– AUCD’s Council on Community Advocacy (COCA)
AUCD Annual Meeting 2007
Module III:
Orientation to the UCEDD
• The goal of this module is to give new and existing
CAC members an understanding of your UCEDD and
their role in providing input into the UCEDD’s 5 Year
Plan.
• Content Covered:
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Orientation to the UCEDD
Core Functions
Areas of Emphasis
The 5-Year Plan
Communication with the CAC
AUCD Annual Meeting 2007
Module IV:
The Advocacy Continuum Exercise
The goal of this module is to give new and existing CAC
members a clear understanding of their role in advising the
UCEDD.
AUCD Annual Meeting 2007
Module V:
CAC Development Tools
• The goal of this module is to facilitate a discussion
around strategies to enhance the work of your CAC
through organizational tools and recruitment and
retention ideas.
• Content Covered:
– Organizational tools for the CAC
– Recruitment and Retention Strategies
– Welcoming New CAC Members
AUCD Annual Meeting 2007
How is the CAC Curriculum being used?:
• Harold Klienert – Director, Interdisciplinary
Human Development Institute, University of
Kentucky
• Kendall Corbett, BA, Wyoming INstitute for
Disabilities, University of Wyoming
• Laurel Ryan, MFA, Boling Center for
Developmental Disabilities, University of
Tennessee Health Science Center
• Carl Calkins, PhD, Institute for Human
Development, University of Missouri
AUCD Annual Meeting 2007
Personalizing the CAC Orientation
Curriculum for Your UCEDD
Harold L. Kleinert
AUCD
November 11, 2007
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Key Questions…
• Is this orientation for your whole CAC, as a
way of “re-orienting” them to their
essential work and enabling them to see
the connection to the national picture
and to their state’s DD Network?
• Is this presentation for new members,
who are just coming onto your CAC?
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Key Questions - Continued
• Have you allocated sufficient time to
cover all elements of the CAC Orientation
Curriculum?
• Or will you focus upon those elements
most crucial to the immediate needs of
your own CAC?
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At Our UCEDD…
• We wanted to orient our five new
members, but we also wanted to include
our entire CAC in this activity.
• We did not have sufficient time to cover
the entire curriculum, so we had to
prioritize according to our CAC’s
immediate needs, including our upcoming
Five Year Plan.
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Introduction to HDI’s Consumer
Advisory Council
Resources to enhance the relationship
between CAC members and HDI
Adapted from the AUCD Orientation
Curriculum by Laura Walker
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The
DD Act
ADD
HDI
KY P&A
KY Council on
Developmental
Disabilities
Project of
National
Significance
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Understanding our UCEDD
• It is important to think about HDI in the
context of our state DD Network
• It is also very important to think about the
specific needs of our state.
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What is our State DD Network?
• UCEDD ( HDI) +
• DD Council +
• P&A
• = State DD Network
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Relationship between HDI and
the Consumer Advisory Council
So why am I here?
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What is the Basic Role of a Consumer
Advisory Council?
• Advise and guide the work of HDI
• Helps create and move toward the vision of HDI for
people with disabilities and community
• Contribute to compliance with the DDA Act: the
function (and make up) of CACs is required by law
• Serves as an informal and important bridge between
the community and the university in our state
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So What is the Work and the Vision of HDI?
• To improve opportunities for persons
with disabilities and their families
across the life-span
• And what do we look like?…well, you
had to ask!
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What are other benefits of the CAC-HDI
relationship?
• The CAC is a bridge from the University and HDI to
the Community and to our State
• Participation in the CAC can serve as leadership
development for members as disability advocates
and mentors
• Bring together decision-makers (our state agency
folks!) and different perspectives that may not have
met before
• Opportunity for a culturally diverse forum on
disability
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Discussion with your UCEDD Director
(that’s me!)
• How do we share information with our CAC?
• What is the history of our CAC?
– Started Formally in 1998
– Created By-Laws in 2000
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Discussion with your UCEDD Director
What is a 5 year plan?
• Our plan to address certain needs or
goals over a 5 year period.
• We apply every 5 years for a UCEDD Core
grant to ADD
• Core funding application to ADD has to
include our 5 year plan
• Our Next Five Year Plan is Due in a Year!
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Discussion with your UCEDD Director
• General development steps of a 5 Year Plan:
– We ask our state DD Network and community
partners for input on improving the future for
people with disabilities and their families in their
state
– Our CAC is directly involved in developing goals
with this input
– Our CAC is also involved in annually reviewing our
progress on our five-year plan
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Developing Our 5 Year Plan…
• Step 1: Develop joint statewide needs survey with KY
DD Council and Protection and Advocacy
• Step 2: Review the needs data with our CAC and
identify preliminary priorities
• Step 3: Review and expand our priorities with HDI staff
• Step 4: Refine our state plan with our CAC
• Step 5: Get input throughout the process on our 5year plan from State DD Council, Protection &
Advocacy Agency and State Self-Advocacy
organization and appropriate University
representatives
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What are the Core Functions of
HDI?
• Conducting Interdisciplinary Training (Goal 1)
• Promoting Exemplary Community Service
Programs (Goal 2 and 3)
– Technical Assistance
– Training
– Direct and Other Services
• Conducting Research (Goal 4)
• Dissemination Activities (Goal 5)
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Goal 1: Conducting Interdisciplinary Training
• Teaching University Courses
• Graduate Certificate in Developmental
Disabilities
• Our Research Assistants Across Many
Disciplines!
• Developmental Rotation for Physicians
• Family Mentorships
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Goals 2 and 3: Promoting Exemplary
Community Service Programs
• Providing training to help service providers, state agencies,
and others to be able offer the best possible supports in
community-settings
– Technical Assistance
• Providing guidance on best practices to community,
state, and federal agencies
– Training
• Education on community services to local, state, and
national audiences
– Direct Service
• Assistive technology consultations
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Goal 4: Conducting Research and Evaluation
• Research and Evaluation
– Basic and applied strategies to answer questions
of importance to people with disabilities and their
families
– A way to see if programs are effective or not
– And most importantly - involving individuals with
disabilities and their families in creating the
research questions, designing the research,
implementing and evaluating it!
• Example: Brighter Tomorrows!
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Dissemination Activities
• Information sharing about best practices:
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HDI Research published in journals
Hosting statewide conferences
Speaking at national conferences and newsletters
Informing policymakers
Videos, CDs, and other training materials
Websites: www.ihdi.uky.edu (and our specialty
sites):
• www.kybln.org
• www.kypeertutoring.org
• www.transitiononestop.org
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Areas of Emphasis Discussion with UCEDD Director
• The DD Act establishes eight areas of emphasis for ADD
programs
Employment
Child Care
Housing
Recreation
Other (for emerging issues)
Education
Health
Transportation
Quality Assurance
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Quality Assurance
• Self-Determination/ SelfAdvocacy
– “No one knows what you
need more than you do,
and you have to speak up
for yourself”
• Monitoring the Quality of
Services That People
Receive
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Education/Early Intervention
• Early Intervention
– “Start early so individual with
disability & their family can learn
skills to make best possible
outcome and future”
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Education About Disabilities
Professional Development
Inclusion
Transition
Parental Involvement/Rights
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Child Care
• Opportunities for Care
– “Children should have an
opportunity like everyone
else”
• Inclusion
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Health Related Issues
• Funding
• Access/Availability
• Quality of Care
– “Doctors that listen to
patients and understand
them and care both
emotionally and
physically”
• Education
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Employment Issues
• Choices
• Supports
• Getting Employment
– “Being placed in
appropriate job that allows
productivity”
• Training/Education
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Housing Issues
• Availability/Adequate Housing
– “Availability of housing that is
both affordable on low incomes
and accessible to a wide variety
of disabilities”
• Accessibility
• Affordable
• Independent
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Transportation
• Access to Transportation
• Funding/Cost
– “There are a lot of Kentuckians
that CANNOT drive and yet in a
lot of counties we don’t have
transit systems that are cost
effective for a fixed income.”
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Recreation
• Opportunities
– “Having opportunities for
special needs kids to
participate in specialized
recreation activities…
where their disability is
understood and taken into
consideration”
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The Advocacy Continuum
The many roles of a disability
advocate
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Small Group Breakout
• In your small group, each person should give an
example of one of the different types of
advocacy:
– Self-Advocacy
– Family-Advocacy
– Advocacy for another individual
– Systems Advocacy
1)Appoint a recorder to write your stories down!
2)Decide on what story that you want to report out!
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Advocacy Continuum Exercise Continued
• Give an example of advocacy for each of the
following situations. Choose one to report out
from your group.
• Advising the UCEDD as a CAC member:
– Self-Advocacy
– Family-Advocacy
– Advocacy for another individual
– Systems Advocacy
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Wyoming CAC Perspective:
Kendall Corbett
Coordinator of Consumer Activities
Wyoming INstitute for Disabilities
(WIND)
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Tennessee CAC Perspective:
Laurel Ryan
Family Faculty Coordinator
UT Boling Center for Developmental
Disabilities
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Technical Assistance/Site Visit at
Other UCEDDs Perspective:
Carl Calkins
Director- University of Missouri,
Kansas City Institute for Human
Development
AUCD Annual Meeting 2007
Results of Survey of UCEDDs
• Many UCEDDs/CACs are already using the
curriculum and adapting it to their needs
• Can be used with new or existing members
together
• Self-advocates and parents report they
understand the DD Act programs better
• Alternate formats are important additions for
increased diversity of CACs
AUCD Annual Meeting 2007
Questions and Other Experiences
Using the CAC Curriculum from
the Audience
AUCD Annual Meeting 2007