Find in Table of Contents:

Resource: Self-advocacy training and support

Page updated: 5/4/22

This page is a resource for people who use services, families, lead agencies and providers about how self-advocacy can support a person and be authorized through a variety of methods.

This page can be used as a support tool when developing robust support plans, while considering all additional services available to a person.

What is self-advocacy training and support?

Self-advocacy training and support helps people build the skills they need to advocate for themselves. Self-advocacy training and support may help a person:

· Build self-confidence in expressing themselves and making informed choices (see CBSM – Glossary – Informed choice)

· Learn about the options available and how to navigate the service system

· Develop skills to become more involved in the community and communicate their preferences.

For a detailed self-advocacy definition, see CBSM – Glossary – Self-advocacy.

A person can receive self-advocacy training and support individually and in group settings. It is available in both in-person and remote formats.

Providers develop their own curriculum and methods for self-advocacy training, taking into account the person’s needs.

How is self-advocacy training and support authorized?

Self-advocacy training and support is available through:

· Brain Injury (BI) Waiver

· Community Access for Disability Inclusion (CADI) Waiver

· Community Alternative Care (CAC) Waiver

· Developmental Disabilities (DD) Waiver

· Semi-independent living services (SILS)

· Provider grants and scholarships that may be available for people who do not have access to other funding options.

Self-advocacy training and support can be authorized through services such as:

· Family training and counseling (see CBSM – Family training and counseling)

· Consumer directed community supports (CDCS) (see section 6.2: Treatment and training on page 34 of the CDCS Lead Agency Operations Manual, DHS-4270 [PDF])

· SILS (see CBSM – SILS).

See the specific pages for information about service limits, authorization and rates.

How do I find a self-advocacy training and support provider?

Visit MinnesotaHelp.Info and search “self-advocacy” to find organizations that provide self-advocacy training and support.

When is self-advocacy training and support an option?

There are many reasons a person could benefit from self-advocacy training and support. Some examples of when to explore using this service are when the person:

· Does not express their preference, or looks to others to express their preference on their behalf

· Wants to make changes to aspects of their life

· Expresses frustration but is overwhelmed by or uncertain of their options

· Aspires to build their network of support and become more involved in their community

· Communicates through actions that they are seeking change

· Moves to an individualized budget for their services.

Example 1: Sanjeev

Sanjeev lives in a community residential setting with two other people. The home is close to Sanjeev’s family, on a bus line he uses frequently and within walking distance from his job. Sanjeev seems to get along with his roommates, but he does spend a lot of time in his bedroom when he is home.

Sanjeev tells his case manager he does not want to live there anymore. His case manager has tried to discover why Sanjeev wants to move and where he would like to go, but his case manager is still unclear about the situation. Not everyone on Sanjeev’s support team agrees with what Sanjeev wants to do.

Self-advocacy could help Sanjeev:

· Learn how to assert himself and communicate about why he wants to move

· Develop actionable plans to find his desired home

· Navigate difficult conversations with his support team.

Example 2: Kat

Kat lives in a small town in northwestern Minnesota. They want to be able to visit friends and family but not rely on them for rides. Kat is upset that there are limited transportation options where they live, and they feel the system should change. Kat thinks all people should have accessible public transportation, no matter the location, and they want to make transportation available to all people living in Minnesota.

Self-advocacy could help Kat:

· Learn how to assert themselves and communicate their preferences about transportation

· Learn their rights and promote the civil rights of themselves and others

· Share their wants and needs with local and state elected officials.

Example 3: Sue

Sue attends a day service program several times per week. She often indicates she does not want to get in the van to go to the program. On days she does attend, she is unhappy and tries to leave on her own. Sue does not use words to communicate, but her actions are communicating her preferences. It is important to Sue to strengthen her tactics and strategies to advocate for herself.

Self-advocacy could help Sue:

· Learn tactics and strategies to assert herself in a way her team can better understand

· Understand all options available to her (e.g., work, other day programs, other opportunities for social time)

· Understand that she has the right to make decisions about her life and the supports she needs.

Example 4: Luis

Luis lives with his parents and has been using CDCS at home, through his DD Waiver. He is graduating from his school’s transition program and wants to learn about other services and supports available through the waiver. He also wants to meet new people and explore dating. His parents have directed all of his services in the past, and they remain his guardians. However, Luis wants to direct his own services, have his rights restored and remove guardianship.

Self-advocacy could help Luis:

· Make decisions about his life and the supports he needs so he can direct his own services

· Connect and communicate with others to form meaningful relationships

· Learn about and promote his legal rights.

Example 5: Abdullahi

Abdullahi was using CDCS through his BI Waiver, and he recently decided to switch to traditional services. He was using self-advocacy services previously and wants to continue using them. Abdullahi is approaching middle age, and he realizes what he used to do during the day is not as enjoyable as it used to be. He is not sure what he wants to do, but he knows self-advocacy services can help him.

Abdullahi’s case manager did not include self-advocacy services in his proposed support plan, so he requests to make that change in his support plan.

Self-advocacy can continue to help Abdullahi work toward his goals.

Example 6: Himari

Himari lives with her brother. She wants a different living arrangement because she is often frustrated with her brother and feels he is always trying to control her. Her brother likes the living arrangement because he provides individualized home supports to Himari through her CADI Waiver.

Himari’s case manager has asked the individualized home supports provider to offer training and coaching to her brother so he can better support her. The case manager has also made a referral for person-centered planning.

Self-advocacy could help Himari:

· Learn how to assert herself and communicate about why she wants to move

· Learn how to set boundaries and manage her relationship with her brother