GRASSROOTS ADVOCACY AND COLLABORATION MAKES POSSIBLE LIVING IN A NETWORKED NEIGHBORHOOD FOR PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Marita.

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Presentation transcript:

GRASSROOTS ADVOCACY AND COLLABORATION MAKES POSSIBLE LIVING IN A NETWORKED NEIGHBORHOOD FOR PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Marita Nika Flagler,Ph.D., MSW Associate Professor at Shippensburg University, Pennsylvania, USA

BACKGROUND: THE RESIDENTIAL TASK FORCE Started by frustrated parents who pressured collaboration of agencies. Response to agency apathy in addressing needs of people with intellectual disabilities (IDD)

COMPOSITION AND STRUCTURE Partnership Parents/family members Met needs Unmet needs People with ID County ID services management and staff Provider management and staff Advocacy organizations Representatives from school district Community members Non- hierarchical structure of power: Meetings are facilitated by a community member Leadership shared by a community member and a parent

ACHIEVEMENTS The Networked Neighborhood Plan Secured more than 6 million dollar in funding for home and community services and residential services Three new day programs with a community participation approach People were moved to less restrictive residential settings (apartment plus) 12 new group homes were opened, another one on the way.

RESEARCH QUESTIONS: 1.What are the ingredients of a successful grassroots advocacy organization? 2.What is the impact of a successful grassroots advocacy movement on its membership?

STUDY METHODS Design: Case study, participant observer, qualitative Participants: all members of the Residential Task Force (people with disabilities, parents and family members, community members, staff from three disability service agencies, staff from County IDD services) Data collection process: careful note taking, video-taped interviews with RTF leaders and members Data collection time frame: September June 2012 Data processing: Ground theory, identification of themes and subthemes.

FINDINGS: HOW DID IT HAPPEN? PROCESS “Learning to Listen and Listening to Learn “

HOW DID IT HAPPEN? PROCESS Development of a new narrative. Action-oriented (policy advocacy) Empowerment of members Shift in philosophy: search for meaningful inclusion and real self-determination of people with intellectual and developmental disabilities Success comes from collaboration

PROCESS: REDEFINING ADVOCACY SPACE RTF has become: A physical space (bringing all stakeholders together) Example: Meeting with leader of the PA Department of Welfare. A social space (creating opportunities for networking) A cultural space (where new values, rights and cultures are created) An innovative place (new programs are developed: Cumberland Perry Respite Care Program A learning space From each-other With each other For Shippensburg University students

IMPACT ON THE CULTURE OF PARTICIPATING AGENCIES More open to feedback More accountable Value collaboration with stakeholders Appreciate parent involvement Example: UCP request for new training

IMPLICATIONS FOR PRACTICE Successful grassroots community advocacy organizations require: Time and work to develop cohesion Redefining advocacy space and using it intelligently to build capacity and sustainability Spill-over effect to impact the surrounding service community