Advocacy Messages
ADVOCACY THROUGH ADVERTISING
Is early childhood inclusion a law? For now, no. Although IDEA does not require full inclusion for children with developmental disabilities and delays, the law does require, “That children with disabilities be educated in the ‘least restrictive environment appropriate’ to meet their ‘unique needs’” (Special, 2014, para. 13). Where does that environment begin? In a regular classroom. But what about the rest of the world, who is supporting the inclusion efforts of our neighborhoods, local businesses, recreational facilities, summer camps, and more? The answer to that question can be found at the click of a button. With the knowledge, “To be effective, advocacy must be both intentional and strategic” (Kieff, 2009, p. 116), the following two websites contain exceptional examples of intentional and strategic advocacy at a National level.
The National Inclusion Project
https://www.inclusionproject.org/
With a click of a button, the National Inclusion Project’s OUR STORY fills a reader’s heart and mind with a strong message:
What We Believe - EVERY child can participate, EVERY child can make a friend and EVERY child can succeed.
What We Do - Make the inclusion of children with disabilities the EXPECTATION, not the exception.
How We Do It - By providing inclusion training, tools, and support because no child should have to sit on the sidelines (National, n.d.).
Working tirelessly to ensure all children have the opportunity to play, laugh, and learn, the National Inclusion Project provides families, communities, and advocates the toolkits necessary to support community inclusion. Their message, Because no child should have to sit on the sidelines, is exemplified through personal stories and videos both highlighting inclusion and segregation; as well as, training opportunities, downloadable toolkits, and government resources. With the question, "Is your recreational program seeking to open its doors to children with disabilities?" (National, n.d.), the National Inclusion Project also responds with their, Let's All Play, evidence-based program. "Let's All Play is an inclusive programming model that provide recreational programs the foundation and the framework they need to offer a fully inclusive experience to ALL children in their communities." The site also provides individuals interested in becoming an inclusion advocate the knowledge and skills needed to begin their own advocacy journey. If you would like to learn more, I hope you'll visit, Unsure What Inclusion Is? for a quick peek at the National Inclusion Project.
https://www.kulturecity.org/
A movement born out of cities and towns, "KultureCity owes its birthright not to any one person, or any few, but to the many thousands of people who make up the KultureCity family - families who have worked tirelessly for acceptance and a better future for their children with autism. Families who have fought school systems for their children to be educated, doctors for their children to be treated, establishments for their children to be attended to. These families are the backbone of KultureCity" (About, n.d.). Designed to be intentional, educational, and strategic, the site provides a wealth of avenues to entice new and experienced inclusion advocates. Such avenues include videos, Ted Talks, articles, studies, and several interesting programs. Plus, if your organization or business is interested in becoming more sensory inclusive, you can complete an application to request an inclusion consultant.
Why are these messages so effective in creating action? First, both sites are transparent with their data pertaining to public participation and programming success. Second, the sites, "Deliver the same message in different ways, using different words, so it does not become boring" (Sharma, 1997, p. 54). Additionally, both sites are visually appealing, interactive, and easy to navigate. Third, although both sites have strong messages, they meet their readers with compassion and kindness while ensuring the reader doesn't become overwhelmed by research, government protocol, and statistics. For me; I believe their success lies in their ability to relate to all people because in the end, isn't that what we all want, to belong? The National Inclusion Project and KultureCity not only understand the meaning of the Platinum Rule, they embed its message in all they do.
References:
Kieff, J. (2009). Informed advocacy in early childhood care and education. Upper Saddle
River, NJ: Pearson.
Sharma, R.R. (1997). An Introduction to Advocacy: Training Guide: Support for Analysis and Research in Africa. Copyright 1997 by (SARA)/Academy for Educational Development (AED) Training Guide, AED, Washington, DC.
Special Education Inclusion. (2014, September 15). Retrieved from
http://weac.org/articles/specialedinc/
I agree that the ads create kindness. If we feel that it is not a "harsh" advertisement then we are more likely to listen to what the message says. Sometimes all it needs to take is a picture- facts don't always need to be used to pull a potential viewer in.
ReplyDeleteHi Lynnette-
ReplyDeleteThanks for sharing these resources and your perspectives on their advocacy messages. We have learned so much this week about how important it is to advocate to specific key audiences, in hopes of promoting and facilitating change. Concerning early childhood care and education, do these resources attend to those who may be conflicted about inclusion? We learned this week about an effective advocates ability to compromise and negotiate using the strategies needed for an advocacy agenda. For one such as inclusion for kiddos of varying abilities, how can we reach those who may be on the fence? Great thought-provoking blog post! Thanks again!