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Multimedia Advocacy: Making plans with people with learning disabilities

Multimedia Advocacy: Making plans with people with learning disabilities
    • General

      Welcome to the 'Multimedia Advocacy: Making plans with people with learning disabilities' course. This is an introductory course that introduces the principles of Multimedia Advocacy and its underlying theory.

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    • Course learning outcomes

      Explain the principles and values underpinning self-advocacy.

      Understand what communication is and how Multimedia Advocacy aids communication.

      Understand the process of and methods used in a Multimedia Advocacy approach.

      Understand the issues of representation and their relevance to multimedia self-advocacy.

      Know how to create a RIX Wiki and add multimedia.

      Understand the various functions that a RIX Wiki could perform.

      Understand the issues of consent, privacy and security.

      Understand the vision of England's Special Educational Needs and Disability Code of Practice: 0-25.

      Understand the principles of person centred practice.

      Understand the range of person centred planning tools available.

      Use multimedia self-advocacy as a pedagogic tool.

      Understand the principles and values underpinning recent policy.

    Below is the course content. You can click on any section here and it will take you through to this section of the course.

    Course content

    • Introduction

      Two students from Charlton Park Academy looking at and sharing their RIX Wiki on an iPad.

      This course introduces and develops understanding of the application of new media for the education, health and social care of people with learning disabilities.

      It presents the theory behind 'Multimedia Advocacy', drawing from principles of inclusive and reflective learning, communication, advocacy and person centred approaches to care and support. Ideas about representation, ethics, the principles of journalism and a media studies analysis of representation, roles and responsibilities are also introduced.

      Students are taught practical skills for effective engagement of new technologies with people with learning disabilities, with exercises set to apply the approach and reflect on ways in which Multimedia Advocacy can make an impact in the students' own work or family setting. Students are asked to co-develop portfolios of multimedia with people they teach or support and develop strategic ways in which these new technologies and practice might transform practice and influence new directions for the education and care of people with learning disabilities in the future.

      Please note: 'people with learning disabilities' is used throughout this course as this is the term that is used most widely within social care in the UK. Some self-advocacy groups, such as People First, would prefer we all used the term 'people with learning difficulties'. Other labels are used in other countries. These terms are open to much debate and discussion and you might like to reflect on your use of labels during this course. If you wish to find out more about issues of labelling you can read this article by J.Rix (2006) Does it matter what we call them? Labelling people on the basis of notions of intellect.

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    • Session 1: Introduction and Overview

      Introduction to Multimedia Self-Advocacy (MMA) for life. In this session we will cover: the principles of MMA; popular photography and media; family albums; and historical and cultural perspectives.

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    • Session 2: Home and Family

      Communication. In this session we will look at using Multimedia Advocacy at home, in the family, and when out and about. We will look at issues of identity, how people can represent themselves and celebrate their individual differences. This session will also address other issues of communication, particularly related to information sharing and circles of support.

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    • Session 3: Entering Education

      Person Centred Planning. In this session we will introduce the theory of Multimedia Advocacy and ask probing questions about how it relates to practice.

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    • Session 4: Education and Learning

      Knowledge of self. In this session we will look at advocacy and knowledge of self.

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    • Session 5: Taking Control

      Taking control. This session considers work planning and the value of planning learning activities beyond the confines of school. 

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    • Session 6: Entering Adulthood

      Knowledge of Rights. This session explores how people can build and manage their own support and the role that can be played by photo activism and social networks. 

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    • Session 7: Independent Living

      Communication of knowledge of self and rights. This session considers how Multimedia Advocacy can support someone to live an independent life. It also introduces a number of organisations that share this aim. 

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    • Session 8: Leadership

      Leadership. In this final session we consider what we have learned throughout the course, reflecting upon the key lessons about Multimedia Advocacy, and what the next steps might be to share, develop and take advantage of this learning.

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    Course reviews

      Alexander Webster

      Alexander Webster

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      Anil Mathew

      Anil Mathew29 September 2016 12:56

      Thank you for such an enlightening course !

    About this free course

    • 2 hours study
    • Level 0: Beginner
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    • Earn a free digital badge if you complete this course, to display and share your achievement.