Strengthening Communities

Strengthening Communities

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Advocacy Program – Training Guide

May 16, 2016

Funded by:

Advocacy Program -Training Guide

Training Agenda

3-hour introductory session

Participants: Self-Advocates, CNIB Champions, Managers of Volunteers

1. Welcome and Introductions (10 minutes)

2. Introduction to the CNIB Advocacy Program (1 hour)

-  Who

-  What

-  Why

-  Where

-  When

-  How

3. Break (10 minutes)

4. Introduction to Advocacy (30 minutes)

5. Individual/self-advocacy (30 minutes)

6. Building a systemic advocacy campaign (30 minutes)

7. Homework (5 minutes)

8. Wrap up (5 minutes)

Training Content

1. Welcome and Introductions (10 minutes)

-  Introduce yourself – name, connection to CNIB and interest in advocacy.

-  Ask each participant to introduce themselves – name, connection to CNIB, why they want to be an Advocate or a CNIB Champion

-  Provide orientation to the room (location of snacks, washrooms, etc)

-  Outline the agenda

-  Advise participants they will receive the advocacy manual with all the information from this session so there is no need to take notes.

2. Introduction to the CNIB Advocacy Program: Who, What, Why, Where, When and How (1 hour)

Who:

·  Advocates are people with vision loss, their friends and family, and people who are empowered to enact positive change. You can be a CNIB Advocate or a CNIB Champion.

·  If you want to be a CNIB Champion, today is the first of other training sessions that will prepare you to be able to represent CNIB and the vision loss community on advocacy issues. After today, you can also be trained in government relations, as well as media (including social media) and presentation skills.

·  Whether you just want to learn a bit about advocacy or you want to be a CNIB Champion, the principles you will learn today will give you insight into what advocacy is and how it works so you can influence change for yourself or others.

What:

·  Champions are empowered with the knowledge of the fundamental principles of advocacy, relevant Canadian disability legislation and engaging with decision makers, the media and the general public.

·  Champions will apply this knowledge using the tools and resources provided by CNIB to advocate on a number of barriers to independence and an inclusive society for blind and partially sighted people.

·  They will also add their voices to CNIB advocacy campaigns, challenging wider systemic discrimination.

·  Champions will speak with decision makers on particular issues faced by people who are blind or partially sighted.

Why:

People advocate to influence change. Advocacy plays a crucial role in CNIB’s strategic plan The Path to Change. Part of our mission is to ensure all Canadians who are blind or partially sighted have the confidence, skills, and opportunity to fully participate in life. To achieve this, we need to work together as a team and closely with the community to advance issues and work towards a barrier-free and inclusive society for blind and partially sighted people.

1. The social model of disability says that it is the way that society is structured that disables a person rather than their disability. Advocacy can shine a light on these barriers, exert pressure and provide guidance to remove them.
2. Although society has come a long way, there are still many barriers to independence and social inclusivity for blind and partially sighted people.
3. Together we are united. CNIB has the resources, connections and expertise to support you in your efforts to break down these societal barriers.
4. As a person with vision loss, you have the lived experience, knowledge, passion and credibility to have real impact.
5. Sometimes the smallest changes can be the first steps to the biggest results. We hear, almost daily, of separate individual instances of discrimination across the Canada. Advocacy can bring us together so we can connect our resources and work together towards a common goal.
6. Discrimination is rarely ever malicious, but born out of ignorance. As advocates, we can educate our communities about what discrimination is and what they can do to stop it.

ACTIVITY

Ask the group to think about each of the points above, and think of why they think advocacy is important and what it can achieve. Then have the group brainstorm about the issues they’d like to tackle (e.g., accessibility of transit, pedestrian crossings, education about guide dogs, braille menus, children’s needs in schools, the need for more ophthalmologists, etc.) . Capture the ideas for distribution to the group immediately after this session.

Where:

The CNIB Advocacy Network includes people from all across Canada who want to create an inclusive and barrier free society. Discrimination can happen anywhere, and so CNIB needs a network of advocates that spans the country.

It is helpful for advocates to be visible in their communities and working with relevant local and national groups. However, a lot of advocacy and speaking with decision makers can also be done over the internet and by phone. So even if you live in a remote area or prefer to work from home, you can have an impact.

National issues: CNIB has been successful with multiple advocacy programs directed at the federal government. We’ve worked with advocates from across the country to achieve these victories. You might find national issues to be the most interesting and if that is the case, your next training will concentrate on Ottawa and the federal government.

Provincial issues: That said, much of our advocacy is directed towards causing change at the provincial level. To do this, you need to understand how the provincial government works and who the key players are in terms of influence and decision making.

Municipal issues: We also delve into municipal governments, which vary widely. The City of Toronto makes up one of the largest governments in Canada and requires a great deal of knowledge on the part of advocates. Smaller cities and towns also have their particular dynamics that must be understood in order to advocate successfully.

To determine where you want to concentrate, take a look at the issues that you are passionate about. Where the decision makers are for those issues is where you should direct your energy.

When:

The Champion role, for the most part, is a “set your own schedule” opportunity. You will have the tools and knowledge to create your own campaign plans and drive them forward successfully. Depending on your interests, you may also be asked to speak to the media or at an official event as a representative of the vision loss community from time to time. You will never be required to accept an assignment that does not fit with your schedule, or to speak on a topic you are not comfortable with. Depending on campaign milestones or important dates, advocacy events could happen on weekdays, evenings or weekends.

Sometimes, particularly when speaking with journalists who work to tight deadlines, you might be asked to comment on an issue at the last minute.

Note: Unless you are a trained CNIB Champion, you cannot claim to speak on behalf of CNIB to the media or any officials.

How:

·  CNIB is building a network of advocates across Canada, from people who only want to be kept updated on advocacy issues, to those who are fully engaged and empowered as Champions to be highly involved in CNIB advocacy campaigns.

·  Through this network, CNIB will inform and update advocates about advocacy campaigns on a municipal, provincial and national level and how they can get involved.

·  If the advocate needs any further information or materials to assist them, they should contact CNIB.

·  CNIB will continue to support and advise people who are self-advocating on issues that are affecting them as individuals or as a group.

·  CNIB works with consumer groups in developing position statements.

·  CNIB gives input on issues impacting blind and partially sighted Canadians when requested by organizations, agencies and businesses.

·  Advocacy is a collaborative and communal process. If you become a CNIB Champion, you will need to report your activity to CNIB (i.e. write to your MP or meet with a local decision maker) and provide feedback about any responses you receive. This is to ensure we do not duplicate efforts. Or there may be some follow-up requirements we need to know about so we can ensure they happen.

-  You will receive feedback and recognition from CNIB about how your hard work is contributing to the success of the overall campaign and how the campaign is progressing.

ACTIVITY: Ask the group to pair up if you have four people or more. Otherwise stay in the small group. Ask them to reflect on how they work best as an advocate. Do they prefer to work completely alone or as part of a coalition? What level and type of support do they like to receive from CNIB? How do they like their work to be recognized?

You may like to give an example of your own experience as a trainer or facilitator when you have been working on a project and how the way you worked contributed to the success of the project.

In the pairs or small group, ask them to share and discuss. Come back together as a group to hear any observations and conclusions.

3. Break (10 minutes)

4. Introduction to the different types of advocacy (30 minutes)

Advocacy Defined

Advocacy is a very broad term that has many different approaches. In its broadest sense we are all advocates. If you tell your doctor you would like – or would not like – a certain kind of treatment, you are self-advocating. If you attend parent/teacher events, you are advocating for your children's education. We are keenly aware at CNIB that any time we provide information or advice to a client we are assisting them to advocate for themselves because they will be able to use that information to get what they need or want.

Advocacy is persuading a person with influence, the public, businesses, organizations or government to change attitudes, policies and/or practices about an issue. Education or awareness building is part of advocacy because it is informing others of issues – or a side to an issue – they may not be aware of. However, change in attitudes, policy and practice may not automatically happen with just education.

There are various types of advocacy:

·  Self-Advocacy is speaking up for yourself. It could be as simple as stating that you need to sit at the front of the class or you need materials in an accessible format. It could be a volunteer or employee explaining that they need a speech output program or screen reader. Or it could be a person pointing out it is their right to have access to a treatment or a medication or telling someone not to touch their guide dog. When people with vision loss advocate for themselves, they draw on their own experiences. They might not be thinking of other people with vision loss, although their advocacy actions could result in helping others.

·  Individual Advocacy is when a person or group concentrates solely on advocating for one or two vulnerable people. The advocate could be a staff member of an organization, a caregiver, family member, friend or volunteer. This type of advocacy is often focused on the specific needs or situation surrounding an individual with a disability.

·  Third-party Advocacy is when a person or organization not directly involved in the issue represents a person or group in advocating for change, such as through unions, elected representatives, an ombudsman, disability organizations or the municipal Accessibility Advisory Committee.

·  Systemic Advocacy is primarily concerned with influencing and changing the ‘system' in general (such as legislation, policy and practices) in ways that will benefit people with a disability as a group. Systemic advocates will encourage overall changes to the law, service policies, government and community attitudes.

·  Public Awareness raises the public’s level of understanding about a particular issue. Public awareness is attempting to enact change through raising awareness of an issue (for example, educating the public about not distracting a guide dog when it is working in the harness).

ACTIVITY

Split the group into pairs. After you describe each element, ask the pairs to think of an example of the type of advocacy that they have either been involved in or know of. It can be a high profile advocacy campaign or something specific to their personal experience. Let them know they’ll only have a minute or two each.

5.  Introduction to individual/self-advocacy (30 minutes)

When you face a barrier as an individual, what can you do to resolve it? Even though many barriers in society may seem mundane, it is still important for you to do what you can to give people the information they need to recognize when change is needed. By starting with small steps, taken on a personal level, you are contributing to a larger shift in awareness and attitudes. That little bit of change can pave the way for the systemic advocacy that is needed to make the biggest changes in society through legislation.

Step 1. Work with the front-line staff to find a solution.

·  With the bank teller, restaurant server, bus driver, concierge

·  Avoid critical and emotional response to the issue; stick to the facts as they have happened.

What attitude/approach do you take?

·  Congratulatory: Complimenting on the positives, efforts and progress made so far

·  Inquiry: Asking if they are aware of an existing issue and how it can be resolved

·  Collaborative: Offering your expertise and solutions in solving the issue

·  Critical: Complaining about what is wrong with a situation

·  Confrontational: Accusing the person/organization of wrong doing and seeking punitive measures

What is it you are trying to achieve?

·  Define the scope of the issue and the key person to address the issue, (e.g. is it just for you and with one staff member or branch, or the company’s policy and practice?)

Step 2. If the front line staff cannot resolve the issue, speak to the manager or director, referring to relevant principles and legislation.

·  Use the inquiry or principled approach: “Are you aware that…”