1 iowa’s community access project. 2 section i: project overview and background

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Iowa’s

Community Access Project

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SECTION I: PROJECT OVERVIEW AND BACKGROUND

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Iowa’s Community Access Project

ABOUT THE PROJECT

1. What is the Community Access Project?

2. What is the project’s purpose?

3. What are the project’s goals?

4. How will the project work?

5. Who funds the community access project?

6. What is an “access specialist”?

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What is the Community Access Project?

Communities should be accessible and supportive of all citizens, including those with disabilities. The state and federal government cannot and should not dictate how a community meets this expectation. Change must be defined, agreed upon, and made at the community level.

Communities need strong and knowledgeable leadership to become accessible and inclusive. Recognizing this, the Community Access Project intends to build a statewide network of trained and certified community-based access specialists. Collectively, these access specialists will work throughout the state to assure livable communities for all Iowans with disabilities.

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What is the project’s purpose?

The purpose of the Community Access Project is to build livable communities; that is, communities that provide, for all its citizens:

Affordable and appropriate housing

Supportive community features

Accessible and responsive services

Adequate mobility options

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What are the goals of the Community Access Project?

Although there are many issues that have to be addressed to make a community livable and supportive, the project will focus its first efforts on:

1. Improving both physical and programmatic access in public health programs, health care facilities, and disaster shelters.

2. Improving community planning for emergencies to assure that the needs of members with disabilities are met.

3. Improving the emergency preparedness of Iowans with disabilities.

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How will the project work?

The University of Iowa Center for Disabilities and Development (CDD) will oversee the project, train the access specialists, and perform the project evaluation.

CDD will contract with community-based organizations to conduct the project.

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How will the project work?

This year, the Community Access Project will be piloted in at least four sites in Iowa. At least two sites will focus on Emergency Preparedness, and at least two sites will focus on Livable Communities: Accessibility.

Sites were chosen on the basis of their responses to a request for applications in which they described their capacity to implement the project, recruit Community Access Specialists, and provide a plan for implementation.

Please note: Additional endorsement areas and additional sites may be added in future years based on the outcome of the pilots and funding availability.

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Who funds this project?

Funding for this project is provided by the Iowa Department of Public Health and the University of Iowa Center for Disabilities and Development (CDD) with a grant from the Centers for Disease Control and Prevention.

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What is an access specialist?

An access specialist:

Provides leadership

Promotes the inclusion of people with disabilities in the community through:

• Assessment• Education• Action• Advocacy

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Access specialists

An access specialist must be prepared to:

1. Assess community needs.

2. Plan a course of action to address issues identified through the needs assessment.

3. Establish relationships with key community stakeholders.

4. Advocate -- through attendance at meetings, media relations, and formal and informal presentations -- for practices that support the inclusion of people with disabilities.

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An access specialist must be prepared to, continued:

5. Heighten awareness of issues through presentations to groups.

6. Organize materials and events with attention to detail.

7. Prepare and disseminate information.

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Access specialist endorsement areas

Each community access specialist has additional responsibilities depending upon the endorsement areas they choose.

Access Specialist in Emergency Preparedness

Access Specialist in Livable Communities: Accessibility

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Access specialist endorsements

Emergency Preparedness - Educates community emergency planners about the needs of people with disabilities and trains disability groups in developing personal emergency preparedness plans.

Livable Communities: Accessibility - Promotes accessibility and serves as a resource to public and private health services, emergency evacuation shelters, and other businesses seeking to comply with the Americans with Disabilities Act (ADA).

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Access Specialist Certification

An access specialist is trained and certified. This process includes:

Satisfactory completion of access specialist training for core program and selected endorsement areas

Satisfactory completion of a 6-month internship

Weekly interaction with the Community Access Project coordinator and/or the community site coordinator to review activities and develop plans to address issues and/or initiate new activities

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Certification

Participation in observation and feedback sessions with the Community Access Project coordinator and/or community site coordinator at least monthly (bi-weekly sessions are recommended)

Appropriate handling of concerns identified; participation in skill enhancement opportunities designated by the Community Access Project coordinator and/or community site coordinator

Endorsement of the Community Access Project coordinator and the community site coordinator

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KEY DEFINITIONS

Understanding a wide range of issues is important for an access specialist.

Certain concepts are especially important:

Livable communities

Emergency preparedness

Disability

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Key definitions

Livable communities enable persons of all ages and abilities to remain functionally independent yet involved with the society around them. Individuals vary in their vision of what constitutes a high quality of life.

What makes a community “livable”? A livable community provides:

Affordable and appropriate housing Supportive community features and services Adequate mobility options

Together, these facilitate personal independence and the engagement of residents in civic and social life.

Modified from AARP (arp.org/rgcenter/il/beyond_50_communities.pdf)

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Key definitions

Emergency preparedness is the process by which individuals, groups, and communities manage hazards to avoid or lessen the amount of injury, loss of life, or damage to property. It involves mitigation, preparedness, response, and recovery (including re-housing, re-employment, rebuilding property, and repairing infra- structure).

Communities must address the needs of their citizens who have disabilities as part of all phases of their emergency management efforts.

Citizens with disabilities need to become knowledgeable and personally prepared to handle emergency situations.

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Disability

Disability is a normal, natural part of life. For many, disabilities occur as part of aging. Others have lifelong disabilities, while some have disabilities that begin while they are young adults.

The term disability covers a wide range of experiences.

A disability may affect one or more areas of a person’s life – mobility, personal care, communication, or learning.

A disability may be hidden or obvious.

A disability may be mild or severe, or it may be progressive, chronic, or intermittent.

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Defining disability

The word “disability” has many definitions. This project uses the definition put forward by the Americans with Disabilities Act (ADA) of 1990, as amended in 2008.

According to the ADA:

A disability is any long-term mental or physical impairment that substantially limits one or more major life activities.

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Defining disability

Major life activities include: Walking, standing, lifting, bending Speaking, hearing, communicating Seeing Breathing Eating Sleeping Learning, reading, concentrating, thinking Caring for oneself (budgeting, cooking, dressing) Performing manual tasks (housework, laundry,

driving) Working (earning enough money to live on)

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Defining disability

Disability also includes substantial limitations of one or more major bodily functions, such as:

Functions of the immune system

Functions of bowel and bladder

Functions of the neurological system and brain

Functions of the respiratory system

Functions of the circulatory system

Functions of the endocrine system

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Defining disability

The ADA definition of disability also includes individuals if they:

Have a record of an impairment, such as having a history of cancer

Are regarded as having an impairment, such as being badly disfigured by burns although not functionally disabled

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Disability

Some people are explicitly excluded from coverage under the ADA, including those who:

Use illegal drugs

Have sexual “compulsions, preferences, and disorders” such as tranvestism, transsexualism and “gender identity disorders not resulting from physical impairment…”

Have conditions like compulsive gambling, kleptomania, or pyromania

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Defining disability

Many people have a narrow view of what constitutes a disability, including disabilities covered by the ADA. In fact, the ADA defines and covers a very broad range of diagnoses. These diagnoses include:

Alzheimer’s Disease Attention deficit/

hyperactivity disorder Autism Asperger’s syndrome Blindness

Cerebral palsy Cystic fibrosis Deafness Intellectual disabilities,

such as mental retardation Lou Gehrig’s disease

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Diagnoses

Learning disabilities, such as dyslexia

Multiple sclerosis Muscular dystrophy Parkinson’s disease Post polio syndrome

Spina bifida Spinal cord injury Stroke Tourette’s syndrome Traumatic brain injury

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Defining disability

The ADA also defines disability to include:

Many birth defects and genetic disorders, such as Down Syndrome

Many chronic medical conditions, such as diabetes, epilepsy, arthritis, and asthma, when they limit an individual’s activities

Mental illnesses, such as clinical depression, bipolar disorder, schizophrenia, anxiety, and personality disorders

Substance abuse if the individual is in a recovery program

Alcoholism if individual is in a recovery program

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SECTION II:

DISABILITY AND ACCESSIBILITY PRINCIPLES

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Standard 1: Demonstrates knowledge and understanding of disability and accessibility principles

The access specialist:

Demonstrates general knowledge of the Americans with Disabilities Act

Uses People First Language

Understands the values promoted by Iowa’s disability community

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The Americans with Disabilities Act (ADA)

When the ADA was passed, Congress stated: The ADA is a broad civil rights law intended to provide a

clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.

The ADA applies to most entities, regardless of whether or not they receive Federal funds.

The ADA seeks to ensure equal opportunity for people with disabilities.

The ADA does not guarantee equal results, establish quotas, or require preferences favoring individuals with disabilities over those without disabilities.

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ADA Title 1 – Employment

The ADA:

Prohibits discrimination by employers with more than 15 employees against qualified people with disabilities

Requires employers to make reasonable accommodations to the limitations of a qualified applicant or employee, unless such accommodation would impose an undue hardship on the employer

Requires employers to make reasonable accommodations to the limitations of a qualified applicant or employee, unless such accommodation would impose an undue hardship on the employer

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The ADA – Employment

Examples of reasonable accommodations include:

Making the workplace accessible (putting in ramps, widening doors)

Purchasing assistive technology or modifying existing equipment

Restructuring the job or modifying work schedules

Making training materials and policies available in accessible formats such as large print, Braille, cassette tape, or electronic media

Providing qualified readers or interpreters

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ADA Title 2 – Public Services

Public services, such as state and local governments (including transportation services), are required to allow people with disabilities an equal opportunity to benefit from all programs, services, and activities.

Public services must:

1. Relocate programs or otherwise provide access in inaccessible older buildings

2. Communicate effectively with people who have hearing, vision, or speech disabilities

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ADA Title 3 – Public Accommodations

Public accommodations and services operated by private entities must make their buildings, services and products accessible to people with disabilities if this can be readily achieved.

Public accommodations means a business that serves the public.

Readily achieved means it is easily accomplished, and can be carried out without much difficulty or expense, based on the size and nature of the business.

This section of the law also requires all new buildings and renovations to meet ADA accessibility standards.

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The ADA - Public accommodations

Businesses that serve the public and must meet the requirements of Title 3 of the ADA include: Places of lodging: Hotels, inns, motels

Establishments serving food or drink: Restaurants, bars

Places of entertainment and recreation: Movie theaters, stadiums, concert halls, parks, bowling alleys, and gyms

Sales or rental establishments: Grocery stores, shopping centers, department stores

Social service centers: Homeless shelters, food banks, day care, and ALL social service providers

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The ADA - Public accommodations

Examples of businesses that serve the public and must meet the requirements of Title 3 of the ADA (continued):

Service establishments: Banks, laundromats, barber and beauty shops, law and insurance offices, hospitals, dentists, pharmacies, doctor’s offices, and ALL professional services

Privately owned transportation services

Places used for public display or gathering: Museums, libraries, art galleries, and auditoriums

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ADA Title 4 – Telecommunications

Title 4 requires telephone companies to provide telecommunication relay services for individuals with hearing impairments and speech disabilities.

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ADA Title 5 – Miscellaneous Provisions

Creates the Access Board

Requires technical assistance for people with disabilities, businesses, and anyone seeking information

Prohibits retaliation or coercion against an individual that has filed an ADA complaint

Sets up alternative means of dispute resolution

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People First Language

The access specialist is expected to:

Use People First Language

Choose words of dignity

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Words are very powerful!

People First Language is a respectful way to recognize a person with a disability as a person first.

Disability is part of their life, but it is not what defines them as the person they are.

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People First Language:

Describes an individual as having something rather than as being something

Helps eliminate the tendency to label or stereotype a group of people

Reduces the opportunity to view individuals with disabilities as victims

Shows respect for the individual

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Words should put people first and make it clear that disability is only a part of who they are.

For example:

Just as people who have cancer are not referred to as a “the cancerous,” individuals with learning disabilities should not be called “the learning disabled.”

A man who is blind should not be called a blind man.

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People First Language also recognizes the need to use “words of dignity” when talking with or referring to an individual with a disability.

Words such as crippled, retard, lunatic, or stricken are offensive to most people with disabilities. These words conjure up feelings of pity or distaste, and send the wrong message to the public.

People with disabilities work and pay taxes, have families, and participate in their communities.

They want to be thought of first and foremost as friends, coworkers, citizens, Iowans.

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The access specialist should also:

1.Help others learn to use People First Language by urging them to think about their choice of words, assuring that individuals with disabilities are recognized as people first and that their disability is simply a part of them.

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2. Encourage organizations to see individuals with disabilities as employees, homeowners, students, grandparents, voters, friends, business owners, and part of the community.

The access specialist Resource Manual includes a handout with additional information and examples of “words of dignity.”

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Values Promoted by Iowa’s Disability Community

These values include:

One Community for All. People with disabilities are not segregated from their communities, no matter how severe their limitations. Individuals with disabilities are respected as human beings with unique skills, talents, and abilities and have access to needed services.

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Disability community values

Nothing About Us Without Us! People with disabilities are the experts on living with disabilities. This means that whenever personal well-being is discussed, the individual should be present and involved in the conversation. On a systemic level, this means that people with disabilities should be “at the table” as active, equal partners in every policy decision that affects people with disabilities.

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People with disabilities have the same rights and responsibilities as other citizens. They want equal access, not “special” access. If something is fair and right for people without disabilities, it should be fair and right for people with disabilities.

“Cross-disability” perspectives are important. People with disabilities gain a great deal of understanding and peer support from being around people with different types of disabilities.


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It is okay to have a disability. People with disabilities do not need to be “fixed,” but do want the same access to health care as their nondisabled peers.

Services and supports for people with disabilities, including direct financial assistance and health care, are not “welfare.” Given the opportunity, people with disabilities will give back to society.

People with disabilities who want to work should have the opportunity to apply for jobs and promotions on an equal playing field, and with all the same benefits as any others in the same profession.


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People with disabilities should have services rendered in the “least restrictive environment” possible, as required by the 1999 Supreme Court decision known as “Olmstead.” The Olmstead decision states that people with disabilities may choose where they want to live and shall not be forced to live in institutions.

Funding for services should “follow the person.” The type and scope of services should be controlled by the individual.

The access specialist Resource Manual provides a brief history of disability and the disability rights movement.

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SECTION III: EFFECTIVE LEADERSHIP

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Standard 2: Demonstrates ability to develop leadership skills


1. Knows the definition of leadership and the qualities of a leader

2. Knows their own personal strengths and weaknesses in leadership skills

3. Provides a plan to further develop their leadership skills

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Leadership

As an access specialist, it is your job to be a leader in your community, and to use good partnering, organizing, and advocacy skills.

Community leaders are not necessarily elected to their positions. Many have no legal powers. However, they can make a big difference in a community’s social development.

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Leadership

Many people think you have to be a “born leader” in order to lead. This simply isn’t true.

Even people who seem to be “natural leaders” had to learn leadership skills.

People with disabilities often have a hard time seeing themselves as leaders because of their history. However, nearly everyone can learn to become a leader. Many successful leaders started without confidence or skills.

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Leadership

You can grow into a strong and effective leader by:

1. Taking every opportunity to learn through trainings, webinars, books, internet articles, peer support groups, and watching other leaders.

2. Practicing what you have learned.

3. Making mistakes and learning from your errors. Everyone makes mistakes!

4. Taking advantage of a mentor’s knowledge and experience

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Leadership

If you struggle to see yourself as a leader, remember:

Only you can change how you view yourself.

Only you can change how others view you.

Open your mind to all the possibilities!

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Leadership

A leader is defined as someone who:

Can enlist the aid and support of others to accomplish a task

Motivates others

Guides by example and advises from personal experience

Teaches others “the tricks of the trade”

Is wise in the use of power

Never compromise on principles

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Leadership

Characteristics of successful leaders include:

Integrity: To trust you, people have to know that you say what you believe and act accordingly.

Courage: It’s okay to shake in your boots, but someone has to go slay that dragon, and it might as well be you. Go ahead and speak the truth--even when it's not popular.

Commitment: You have to stick with a task through good times and bad. Your commitment will serve as a model for others.

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Characteristics of successful leaders

Ability to care about others: People will follow you if they know you care about them and about others. The greater your ability to care about all types of people, the more confidence they will have in you.

Creativity and flexibility: Every situation will call for a different response. Be ready to change and come up with new solutions.

Adapted from ”What is a Community Leader? Are You One?” (www.kubatana.net)

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SECTION III:

STAKEHOLDERS AND KEY PLAYERS

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Standard 3: Demonstrates competency in engaging stakeholders and key players


Can identify stakeholders and key players in the community

Is familiar with methods to engage stakeholders

Demonstrates skills of networking

Demonstrates skills in approaching key players

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Stakeholders

Advantages of involving stakeholders and key players:

Although one person can make a difference, as an access specialist you often need to partner with others who support the cause and will take action to make something happen.

Partners can be helpful anytime you are introducing a new program or project. They are often necessary anytime you want to change a community practice or policy.

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Being a leader is more than running a meeting. Being a leader is about building relationships — it’s knowing who knows who, and who knows what, and who can get to the right person to influence decisions!Bobby Silverstein, one of the authors of

the ADA, and noted disability activist

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Stakeholders

Some of the ways partners can be helpful include:

Further assessing or defining an issue in your community

Helping collect , analyze, and interpret data

Developing a plan of action to implement a program or address an issue

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…ways partners can be helpful, continued

Identifying and connecting you with an individual or organization that can help you in your effort

Educating the public and generally spreading the word

Presenting your issue or plan to key players

Identifying and recruiting audiences for training

Voting in favor of something you are proposing

Helping disseminate project data and lessons learned

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Identifying stakeholders and partners

Stakeholders are individuals or organizations that:

A program or a policy directly affects

Have an interest or an investment in the way things are, or in any new program or change in policy that may occur

Are often vital to the success or failure of a program or policy change

May be either supporters or skeptics

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Stakeholders

As a leader, you know that involving stakeholders will increase your reach, credibility, and voice. Stake-holders who are likely to be supportive of your plans include:

Individuals with disabilities

Family members of individuals with disabilities

Those who provide services to individuals with disabilities

Friends and neighbors of individuals with disabilities

Others whose stake isn’t immediately clear

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Stakeholders

Remember: Not every stakeholder will be in favor of the program or policy you are proposing right away. Some will be skeptical.

Skeptics may: Question the need for a change Doubt your ability to make a difference Be concerned about the cost Fear they will lose something they already

have if you get what you request

Addressing the concerns of these skeptics is often important to your success.

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Stakeholders

Engaging stakeholders

Many different strategies can be used to engage and involve stakeholders in a project.

No matter which approach you use, be aware that involving stakeholders can be labor intensive and challenging at times, but it usually helps build and sustain your efforts.

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Stakeholders

The Research Center for Leadership in Action at the Robert F. Wagner Graduate School of Public Service developed the following strategies for engaging stakeholders:

1. Start strong: As you begin a new program, engage stakeholders in the planning, development, and direction of the new effort. Involving them from the beginning creates a sustainable base of support.

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Strategies for engaging stakeholders

2. Amplify their voice: Stakeholders understand the problems they experience in direct and concrete ways. They have credibility when addressing outside audiences, particularly policy makers or government officials. Work with stakeholders so they can provide their own expertise, tell their stories in compelling ways, and frame needed solutions.

3. Support, support, support: Use education, training, and participation in real work to create the awareness of a problem and build stakeholders’ skills and capacity to take on ever greater levels of responsibility.

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4. Make it real: Stuffing envelopes or making signs may be necessary to make an effort successful, but ensure that stakeholders have opportunities to do something meaningful within the organization and as its representatives.

5. Meet people where they are: Especially when engaging organizations, but also with individuals, don’t push your ideas onto their agenda. Rather, listen for where they are, build a relationship, and find ways of integrating your agenda into theirs.

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6. Step back: If you want others to take up leadership, it is important that you create space and real opportunity for others to step up and take on responsibility.

7. Relationships matter: Creating ways for people to connect, share their stories, and work together can enable them to overcome fears as well as other obstacles, and become real stakeholders.

8. Win early: Being able to demonstrate even small changes or wins to stakeholders builds needed momentum, and can sustain longer-term efforts towards even bigger successes.

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9. Connect through deeply-held values: Identifying a common set of values or ideals, such as “values that promote inclusion,” can be a powerful foundation for framing an effort and engaging stakeholders in a sustainable way.

See http://wagner.nyu.edu/leadership/reports/files/ConstituentstoStakeholders.pdf

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Key players

Key players make policy decisions themselves, or are the people to whom decision makers listen.

Key players may be:

Elected officials such as members of the city council or county board of supervisors

Directors of agencies, organizations, and departments, or the governing boards of any of those groups

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Key players

Decision makers listen to individuals or organizations, such as:

Ministers

Business leaders

Former community office holders

Long-term or other residents who are heard and respected

Community organizations, such as the Chamber of Commerce

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Key players

Keep in mind that key players may or may not immediately view themselves as stakeholders in your project.

Outreach to educate and recruit key players to your cause can be an important.

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Approaching and connecting to key players

It is very important to be prepared and professional when you meet with key players. Before you walk into a meeting with a key player: Know what you want that person to do Know what you will say and how you will say it, so

that you can:

• Be brief and keep to the point

• Use layman’s language

• Avoid acronyms

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Connecting to key players

Choose two or three points to highlight your issue; too much information will overwhelm your audience

Include data to highlight your points; use statistics and personal stories whenever possible

Always propose a solution; don’t just state the problem or issue and expect the key player to find the solution

Explain who would implement the solution, how, and what it would cost

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Let the individual know what you want them to do

Consider preparing a written “one-pager” of key points to leave with the key player

Above all, be honest and make sure the information you present is accurate; your credibility and the future of your project depend on it.

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As a part of your discussion with a key-player, be prepared to:

Answer the question, “What will happen if we do nothing?”

Address issues raised by those who might be opposed or have questions about your proposal; explain how you would speak to their concerns.

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Negotiate your solution or what you want the individual to do.

Your appearance, demeanor and approach when you meet with a key player are also important.

Etiquette still counts in many circles.

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First impressions are made within 3 to 7 seconds: When you meet someone face to face, 93% of how you are judged is based on non-verbal data: your appearance and your body language. Only 7% is influenced by the words that you speak. It's not what you say; it's the way that you say it.

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Choose your first 12 words carefully: Although research shows words make up a mere 7% of what people think of you in a one on one encounter, don't leave them to chance. Express some form of thank you when you meet the person. For example, “Thank you, Ms. Jones, for taking time to see me today.” Or, “Thank you for joining me for this meeting, Mr. Smith." People appreciate you when you appreciate them.

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Use their name within the first 7 seconds: When you use the person's name in conversation within your first twelve words and in the first seven seconds, you are sending a message that you value that person and are focused on him or her. Nothing gets other people's attention as effectively as calling them by name.

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Pay attention to your hair and face: Your key players will; in fact, they will notice your hair and face first. Putting off that much needed haircut or comb job might cost you the deal. Don't let a bad hair day cost you the connection. Make sure that food hasn’t fallen on your clothes, and that your breath is fresh.

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Shiny Shoes Technique (Shiny Wheelchairs): People will look from your face to your feet. If your shoes, or your wheelchair, aren't well maintained, the stakeholder may question whether you pay attention to other details. Shoes and wheelchairs should be as polished as your advocacy techniques.

This material is adapted from information provided by Lydia Ramsey, business etiquette expert, professional

speaker, and corporate trainer. Learn more at http://sbinformation/about.com/od/sales/a/

ucsaletechnique.htm.

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Networking

Networking is a way to identify and connect with potential partners — both stakeholders and key-players — in your community. It involves:

Getting to know people who have interests similar to yours or share an interest in your project

Sharing ideas, information, and resources to help each other solve common problems

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Networking

Some communities have formal networks such as councils or coalitions you can join. In other communities, networking less formal.

As an access specialist, you should become involved by:

Attending relevant community meetings, workshops, public forums, or other venues

Reaching out to others with similar interests

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Networking

Networking requires collaboration: Bringing together the knowledge, skills and experiences of many to contribute to reaching a shared goal.

Anytime you collaborate with others, you must be prepared to listen to their ideas and concerns and include them in the process. You may need to give a little to get a lot.

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Networking

Spence identifies seven rules for effective collaboration:

1. Look for common ground: Find shared values, consider shared personal experiences, pay attention to and give feedback, be yourself and expect the same of others, be willing to accept differences in perception and opinions

2. Learn about others: Consider their perspectives and needs, let others express themselves freely

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Networking

3. Critique results, not people: Do not waste time on personal hostility, make other people feel good, avoid criticism and put downs

4. Give and get respect: Show respect for others' opinions, be considerate and friendly, put yourself in the other person's shoes, be responsive to emotions, speak with confidence but remain tactful.

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Networking

5. Proceed slowly: Present one idea at a time, check for understanding and acceptance of each idea before moving on to the next. Speak in an organized and logical sequence.

6. Be explicit and clear: Share your ideas and feelings, pay attention to nonverbal communication, speak clearly and make eye contact, select words that have meaning for your listeners

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Networking

Remember the five "Cs" of communication:

Clarity

Completeness

Conciseness

Concreteness

Correctness

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Networking

Collaboration requires transparency.

Only through transparency that includes openness and honesty can you fully develop the trust that is necessary for true collaboration.

Spence, Muneera U. "Graphic Design: Collaborative Processes = Understanding Self and Others”; Art 325

(lecture). Oregon State University, Corvallis, Oregon; April 13, 2006.

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SECTION V: PLANNING

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Standard 4: Demonstrates competency in developing a plan of action


1. Knows the purpose and elements of community needs assessment for:

Emergency preparedness

Livable communities: Accessibility

2. Demonstrates skills in developing a plan of action

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Community needs assessment

The Community Access Project has provided each site with project goals. The goals for the Community Access Project were determined based on data available from national and state needs assessments.

While we are confident that these will be appropriate goals for your community, they don’t tell you much about the actual needs in your community. You will need to determine those through a community needs assessment.

A community needs assessment is the process you will use to better define an issue by gathering information.

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Needs assessment

Goals for sites working on emergency preparedness:

1. Improving community planning for emergencies to assure that the needs of community members with disabilities are met

2. Improving the personal preparedness of Iowans with disabilities for dealing with emergencies

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Needs assessment

Goals for sites working on Livable Communities: Accessibility:

1. Improve physical and programmatic access of:

Public health programs

Health care facilities

Disaster shelters

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Needs assessment

The assessment will gather information that includes the following:

1. What is already in place and working

2. What more needs to be done

3. What resources (human, financial, other) are available to help you address unmet needs

A good assessment lets you probe an issue to fully understand all its aspects and everyone’s needs.

The results of the community needs assessment are the basis for your plan of action.

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Needs assessment

For example, in the area of Emergency Preparedness, assessment may help you to know:

How do community emergency managers plan to locate and help people with disabilities living alone in the community?

Have emergency personnel been trained?

Are all the community shelters accessible?

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Needs assessment – emergency preparedness

Are there provisions made for service animals?

Which community residential service providers have an emergency management plan in place for their clients? Is their plan adequate?

What has been done to train people with mental health problems or those who have mobility disabilities to prepare for a disaster?

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Livable Communities: Accessibility

You may find that health care providers believe their facilities are accessible. They have measured doorways, modified a bathroom, and made accessible parking spots available. However, consumers may have a different view. It may help you to know such things as:

Do consumers find that provider facilities are accessible only with difficulty?

What barriers exist?

Do consumers with mobility limitations have access to exam tables whose heights are adjustable?

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Livable Communities: Accessibility

Has equipment used for exams, such a mammogram technology, been made accessible?

Are facilities accessible to patients with sensory impairments?

Are materials available in large print or Braille?

Is background noise minimized for people with hearing impairments?

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Planning community needs assessment

Community needs assessment may be simple or complex, formal or informal, expensive or inexpensive.

Begin by discussing needs assessment with your site coordinator, who:

Has already performed some level of assessment

Knows were to go for other resources that already exist

Can help you develop a plan for gathering additional information

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Needs assessment planning

Once you have reviewed the information that is already available, plan your assessment by answering the following questions:

1. What additional information do you need to gather?

2. Who will use the information you gather? Not every audience will be interested in the

same information Businesses may want different information than

consumer groups Public officials may want something altogether

different

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3. Which stakeholders -- people or organizations -- do you need to go to in order to collect the information you need?

4. Who will take the lead in conducting the assessment?

5. What resources (both financial and human) are available to conduct this needs assessment?

6. What is your timeline for completing the assessment?

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7. What methods and tools will you use to gather the information? For example, you might consider:

Interviewing individuals or groups Holding focus groups Hosting a public forum Conducting a simple online survey

8. Who will analyze the results?

9. How will you use the information you gather?

10. How will you share it with the audiences you identified earlier?

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Plan to continue to collect and refine information throughout the project, but don’t delay acting until you have the perfect needs assessment in place. Good needs assessment is ongoing and is never perfect.

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Community needs assessment:Developing an action plan

Many types of plans exist — business plans, strategic plans, program plans, and project plans, to name a few.

Some of these planning processes are lengthy, complex and involve the use of tools such as logic models.

For purposes of the Community Access Project, we want access specialists to be able to develop a simple plan of action to implement the project.

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Action plan goals

Goals have already been defined for the Community Access Project:

1. Improving both physical and programmatic access in public health programs, health care facilities, and disaster shelters.

2. Improving community planning for emergencies to assure that the needs of community members with disabilities are met.

3. Improving the preparedness of Iowans with disabilities for emergencies.

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Action plan

Goals are usually broad and express the intent of the project. Once you have decided on your goals, the next step in planning is the creation of objectives.

Objectives are: Narrower More precise Can be measured

Each goal should have a set of objectives that, when met, result in your goal being attained.

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Action plan

Your site has started to develop objectives for the project. Check with your project site coordinator to learn about your site’s objectives. Determine whether these objectives need to be refined.

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Iowa’s Community Access ProjectAction plan objectives

Examples of objectives include:

1. Provide personal preparedness training to 50 people with disabilities.

2. Analyze the community’s emergency preparedness plan to determine if the needs of individuals with disabilities who live in the community are adequately addressed in all phases of the plan.

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Action plan objectives

3. Conduct ADA surveys of all disaster shelters in the community.

4. Survey 20 physician offices to determine if they are accessible and accommodate the needs of patients with physical or sensory disabilities.

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Action plan

An action plan involves laying out in detail how each objective will be accomplished. For each objective, your plan should include:

Activities or strategies: These define how you plan to reach your objective.

Tasks: This is the nitty-gritty. It involves deciding who is going to do what, when, and where. Many times performing an activity requires completion of a number of individual tasks, such as making contacts, putting up flyers, or getting Power Points produced.

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For each objective, include

Assignment of responsibility and timelines: This is critical to the process. Someone must be assigned responsibility for seeing that each activity or strategy is completed according to an assigned timeline. That individual will if necessary make adjustments to the tasks, the people assigned to a task, or the timeline for the task’s completion.

A communication plan: Any time you have more than one person involved, you need to have a plan for communication. That plan should indicate who is involved, what method of communication will be used, and how often communication should occur.

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Action plan objectives

Many templates are available to guide the development of your action plan. We have included a sample template for you.

Remember to meet with your site coordinator to work out the details and get approval of your action plan.

Monitoring, evaluating, and adjusting the implementation of your plan of action is as important as establishing your goals and objectives.

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Action plan

Remember, your plan is only a guideline, not a strict set of rules that must be followed at all costs.

Review your plan periodically to determine:

1. Are you on track to reach your objectives in the time specified? If not, why? What do you need to do?

2. Is the approach you’ve chosen -- your strategies and activities -- working? If not, why? What changes do you need to make?

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SECTION VI:IMPLEMENTATION -

MANAGING THE BUMPS IN THE ROAD

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Standard 6: Demonstrates competency in solving problems, resolving conflicts, and negotiating


1. Demonstrates skills in solving problems

2. Is familiar with the approaches to conflict resolution

3. Understands the negotiation process

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Problem solving

Expect to run into problems, barriers, and possibly conflict, as you implement your plan.

This is not a sign of failure on your part. Any new project or idea is likely to raise questions or face opposition.

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Problem solving

Some common reasons people may have for not supporting your project or proposal include:

Plan doesn’t answer important questions or concerns

Stakeholders not involved from the beginning

Wrong mix of people at the table

Poor presentation, or presented by the wrong person

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Lack of support may be due to

Lack of preparation about the topic

Too much or too little documentation

Fear of costs

Philosophical differences

Need more time to think about proposal

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Problem solving

Access specialists must develop problem solving skills in the areas of:

Anticipating and addressing barriers

Dealing with conflict

Negotiating

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Problem solving

As an access specialist you are bound to run into many different types of barriers, some small and some large. For example:

1. Key people believe you don’t have the “right credentials,” try to hold you back, and limit your opportunities.

2. A local emergency management planner seems defensive, telling you that emergency personnel already serve everyone in the community and work very hard.

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Barriers

3. When you want to schedule personal preparedness training, your contact asks you why, if you are working towards inclusiveness, you are developing separate training programs for people with disabilities.

4. As you are discussing access issues at a local physician’s office, staff tell you they don’t have the capacity to do Brailing.

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Problem solving

Knowing and applying a problem solving process is very important.

The most successful people in the world are good at solving problems and reaching their goals. You can be, too.

Think of problems as barriers. You can predict some barriers before you hit them,

but other barriers pop up without warning. By thinking about barriers before you encounter

them, you have a better chance of overcoming them.

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Problem solving

Follow these problem solving steps:

1. Involve your project site coordinator in your planning.

2. Identify and prioritize barriers.

3. Starting with the first barrier, brainstorm to develop a list of strategies to overcome that barrier.

4. Involving others in brainstorming can be helpful. You might want to include a stakeholder, key player, or one of the project consultants.

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Problem solving steps

5. Decide upon a strategy to address each barrier. Consider advantages, disadvantages, and consequences.

6. Make a list of the tasks you need to accomplish in order to implement the strategy you have chosen.

7. Get started on the tasks.

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7. If you hit another barrier while you are doing the tasks, then:

Gather more information and brainstorm strategies.

Pick the best strategy. You may have to find ways to collaborate better, or to attack the problem differently.

Give the new strategy a try!

If it doesn't work, try again. Don’t give up!

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8. Once that barrier is removed, tackle the next thing on your list. If you hit another barrier, use this process to help you reach your goals.

9. Take pride in your accomplishments!

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Resolving conflicts

Conflicts, like barriers, often occur. Frequent causes of conflict include:

Communication failure -- words do not mean the same thing to everyone who hears them

Personality conflict Differences in values Differences in goals Differences over authority or responsibility Competition over resources

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Conflict resolution

When conflict occurs, you can:

1. Try to avoid conflict: Not addressing the existence of conflict, even

when it exists within your community or within your project, may harm your cause.

2. Compete with others: Being competitive or “doing your own thing” at the

expense of others may have the unwanted effect of marking you as a “trouble-maker.”

You may not be able to get future support when you need it, and people may no longer trust you.

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Conflict resolution

3. Compromise to get what you want:

This is middle ground between competing and accommodating. You give up some of your ideas, but not all of them.

No one gets everything they want when everyone compromises. Compromise is reached through negotiation.

You must be careful to coordinate with others in the group to identify those things that are “non-negotiable.”

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Conflict resolution

4. Be overly accommodating: Letting go of your own ideas in order to satisfy

the interests of others may suggest you don’t really believe in your cause.

5. Collaborate to get what you want: Using this approach, people go beyond their

own interests and solutions to create something new.

This involves coalition building, and sometimes making new, unlikely alliances.

Strive for WIN-WIN!

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Conflict resolution

Whenever possible, resolve conflict through

compromise and collaboration.

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Negotiation

Negotiation is a dialog between two or more parties to reach an agreement or resolve a conflict.

Negotiation skills are important whenever you want to persuade someone to change their:

Actions Business practices Policies

Usually, negotiation produces some compromises, so it is best to begin negotiating once you have identified a range of acceptable results, rather than a single desired outcome.

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Negotiation

Set an agenda - Effective negotiators plan ahead, and it is usually helpful to prepare an agenda.

An agenda lists the main points you need to discuss during the meeting.

In a formal meeting, an agenda is circulated to all participants.

In a personal or informal meeting, no formal agenda is generally needed.

However, be flexible and remember that your audience may have goals for the meeting too.

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Negotiation

You may wish to prepare a meeting strategy, a plan for accomplishing your agenda. For example:

Define the main messages to be delivered

List topics that need to be avoided

Decide what will you do if your audience disagrees with you

Have a back-up plan

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Negotiation

Know where you stand

Three questions are particularly important to consider when preparing to negotiate:

1. What do you want? Identify your highest priority issues. Agree with partners on your goals.

• Are some goals more important than others? • It is often helpful to write these down and

then rank them. • This is especially important if you are

working as a team.

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Negotiation

2. Why has the other side agreed to negotiate with you? Think about the negotiation from the other

side. How motivated is the other side to reach

agreement?

3. What will you do if the other side says no? Be prepared to not get what you want. If the other side will not agree to your position,

do you have a back-up plan or other option to discuss instead?

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Negotiation

You have a lot to think about as you prepare for a negotiation. We’ve included a negotiation checklist in the access specialist Resource Manual for your reference.

Negotiation can be a powerful and effective tool for you to use. But remember:

Collaborate, cooperate, negotiate and compromise,

but never abandon your principles!

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SECTION VII: COMMUNITY ADVOCACY

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Standard 7: Understands and demonstrates the role of the access specialist in community advocacy


1. Knows the concept of community advocacy

2. Demonstrates effective advocacy skills

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Community advocacy

Community advocacy is about effecting a change in attitude, action, decision, or policy that will increase access and improve the lives of people with disabilities.

Many people start with the preconception that advocacy is about “being confrontational” or "shouting at the government."

One of the most important things for you to understand is that advocacy does not have to be and rarely should be confrontational.

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Community advocacy

Advocacy involves delivering messages intended to change perceptions or influence the actions of others.

Can be direct, like asking a decision maker to personally take action

Can be indirect, such as trying to inform public opinion through the media

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Community advocacy

You can use a wide range of advocacy activities, such as:

Providing information

Working in coalitions

Mobilizing constituencies

Using the media

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Community advocacy

As an access specialist, you role as an activist is to create a positive climate for change.

You should educate, recruit, and recognize those who make positive changes.

When this approach does not work, groups such as disability advocacy coalitions and Centers for Independent Living may opt for more assertive forms of advocacy.

In your resource packet is a handout, "Advocacy Means Taking Action," that describes a

variety of advocacy strategies.

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Community advocacy

Be tactful in your approach.

In most cases, policy makers and business owners are not deliberately limiting access for persons with disabilities.

Once they realize that including and accommodating persons with disabilities is in their best interests or the best interests of their community, they are much more likely to make requested changes.

Remember, the individuals with whom you are dealing may have very limited experience with disability issues.

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Community advocacy

When educating others about your issue, you need to be:

1. Polite and professional: Treat people with respect, even if they don't agree with you. Let them know you are a resource for them – make sure they have your contact information.

2. Persistent but patient: Getting what you want often takes time.

3. Passionate: Your passion for your issue is contagious.

4. Positive: How would you feel if you only heard from negative people?

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Community advocacy

5. Persuasive: Be compelling and convincing.

6. Prepared: Know what you want and what you want to say. Make sure you have the facts. Prepare notes in advance and take them with you. Practice what you are going to say in advance -- it helps!

7. Courteous: Be considerate of people's time and energy.

8. Concise: Be brief and to the point.

9. Clear: Let people know what you want them to do.

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Community advocacy

10. Credible: Never lie. Establishing credibility is critical to getting the change you want.

11. Consistent: Stick to a simple, clear message, and repeat it. The more decision makers hear the same message from different people, the more likely they are to take action.

12. Flexible: Be ready to compromise. Very little policy change happens overnight. You might have to take “baby steps” to get where you want to be.

“Be PC in Your Advocacy,” developed by Campbell/Patterson Consulting LLP;

adapted with permission.

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SECTION VIII:

MECHANICS OF THE

COMMUNITY ACCESS PROJECT

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How the Community Access Project works,

and your role in its success

As a Community Access Specialist, you represent both the Community Access Project and your host site.

In addition to conducting community outreach and public education activities, you will be asked to participate in skill enhancement training sessions and to complete reporting requirements.

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Your role in CAP success

Working with your HOST AGENCY

By bringing you on to serve as a Community Access Specialist, your host agency is placing a high level of confidence in you.

Your host agency has designated a mentor who will meet with you regularly.

• Together with your mentor, you will establish goals and plan your course of action.

• Take advantage of the opportunity to learn from your mentor, who has valuable experience and contacts.

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Working with your PROJECT CONSULTANT

You and your site will be assigned to a project consultant from the funding agency, CDD.

Your project consultant will meet with you periodically and serve as a resource to you by connecting you with various experts on the issues involved.

Your project consultant will also provide you with a variety of skill enhancement opportunities. These opportunities will include regularly scheduled technical assistance conference calls, along with webinars and other endorsement-specific training activities.

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Becoming CERTIFIED

Your first six months as an access specialist will be considered an "internship."

Based on satisfactory performance of your responsibilities and progress on goals, your mentor will recommend you for certification as an access specialist.

The project consultant will make all final determinations concerning certification.

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REPORTING

In order for funding of the Community Access Project to be continued and hopefully expanded, it is extremely important to demonstrate success.

In addition to required periodic meetings with the Community Access Project, you and your site will be asked to report on, or document, your activity.

Talk to your project site manager for further information about data you are required to collect.

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The purpose of the Community Access Project is to build livable communities that provide all citizens:

Affordable and appropriate housing

Supportive community features

Accessible and responsive services

Adequate mobility options

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As a Community Access Specialist,

YOUYOU have a key role to play in making Iowa communities

more livable for all her citizens!

1 iowa’s community access project. 2 section i: project overview and background

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