Course

At the end of the course the student will be able to:

1. Explain the principles and values underpinning self-advocacy.
2. Understand what communication is and how Multimedia Advocacy aids communication.
3. Understand the process of and methods used in a Multimedia Advocacy approach.
4. Understand the issues of representation and their relevance to multimedia self-advocacy.
5. Know how to create a RIX Wiki and add multimedia.
6. Understand the various functions that a RIX Wiki could perform.
7. Understand the issues of consent, privacy and security.
8. Understand the vision of England's Special Educational Needs and Disability Code of Practice: 0-25. 
9. Understand the principles of person centred practice.
10. Understand the range of person centred planning tools available.
11. Use multimedia self-advocacy as a pedagogic tool.
12. Understand the principles and values underpinning recent policy.

Checklist

• I will be aware of some of the historical perspectives in life stories
  
• I will understand the Multimedia Advocacy approach
  
• I will understand the value of visual media for communication
  
• I will be introduced to person centred ways of working
  
• I will understand the impact of sharing information
  

Animation: Multimedia Advocacy in Action

This animation gives us an overview of the life of someone with a learning disability and the integrated use of Multimedia Advocacy. Over the duration of this course we will look at the life journey of someone with a learning disability and explore various transition points, related policies, ways of working and multimedia self-advocacy and how these can impact on someone’s life.

Lecture: Introduction to Multimedia Advocacy - Andy Minnion

Andy Minnion is now going to introduce you to Multimedia Advocacy and some of the key principles and practice which have been developed at RIX Research & Media.

Case Study

Please have a look at Alfie’s case study which will help you to see how the use of multimedia really empowers the individual and his family. As you look, make notes of the key points that stand out to you.

Key Learning Points

1. It was lovely to see how Alice feels about her brother Alfie; it’s important to acknowledge her role as a young carer too.
   
2. Sharing information gives confidence to others in their interactions with Alfie, including his extended family.
   
3. It is important to see the whole person and celebrate all their achievements.
   
4. The use of a RIX Wiki can make communication between services, the individual and the family easier and more effective.
   
5. The RIX Wiki can support inclusion in mainstream provision.
   
6. It is important to support the individual’s voice within professionals' meetings.
   
7. We need to see the individual for their abilities and unique personality rather than their label.
   

How do your notes compare to ours?

Practical Activity: Take, find and create pictures of yourself and about yourself. (15 min)

Things to think about:

·       self image and your own identity and how you want to be seen by others

·       when taking pictures of yourself, remember to plan your photo shoot - direct it, take as many pictures as you like, review/reflect and do it again if necessary

·       when finding pictures of yourself from your personal collections and albums or online, ensure you have permission to use them

·       what about art or sketches you have made? You may want to use those.

1.     Start collecting your images together in your pictures folder on your PC. This collection can begin to show who you are and what you feel about yourself.

2.     Save the pictures on your computer. If you don't know how to save your pictures on a computer then please watch the video tutorial below to find out how to:

a) import your pictures from a camera to a computer, and

b) save your pictures in your dedicated folder (10 min)

Introduction to RIX Wikis

Technical

RIX Wiki User Guide

RIX Wiki Master Videos 

Summary/conclusion

You have come to the end of Section One and we hope you now have a good understanding of Multimedia Advocacy and the power of using visual media to improve the lives of people with learning disabilities. 

This session has hopefully shown you the benefits of these multimedia processes. Using everyday tools can have far reaching consequences. As Alfie’s case study shows, they can increase inclusion, give voice to an individual, empower decisions and enable positive life changes.

Checklist

• I will understand the value of capturing your story
  
• I will have a good understanding of Multimedia Advocacy at home
  
• I will understand issues related to supporting communication
  
• I will have an understanding of the importance of hopes and dreams to individuals and families

Animation: Home and Family

This video clip shows a mother and daughter at the start of their lives together. The mum begins to learn about the support she can call upon. 

In today’s digital world, we capture our stories through a whole range of media. If we can use this to collect information about children in their early years, it will be really useful for our communication. 

Lecture: Introduction to Communication - Kathryn Stowell

Kathryn Stowell is now going to give you an overview of communication, which will introduce you to the communication ladder and will demonstrate how effective visual media can be.

Case Study

Click here to view Robbie's case study which highlights the early years. As you look make notes of the key points that stand out for you.

Key Learning Points

These are the key learning points that we have noted.

1.     Using multimedia helps anybody to tell their story, including a very young child who is non-verbal.

2.     Creating a story can help highlight what somebody has achieved.

3.     A RIX Wiki can act as a memory bank.

4.     A RIX Wiki is particularly useful at points of transition and to share information with professionals.

5.     The use of multimedia is a vibrant way to represent a person, so they are not just a name on a form.

6.     A RIX Wiki can show someone in different environments, so that people learn about their different ‘identities’ and talents.

7.     Robbie’s mum highlights the importance of sharing accurate information between school and home, therefore ensuring consistency of practice.

8.     In recording a person's achievements we can raise people’s expectations. For example, Robbie’s mum learned that her son could do more things than she had realised.

How do your notes compare to ours?

Practical Activity:

As part of today’s activity, please use any application to create a communication passport for someone that you support and share it with those who need to know this information.

You can save your communication passport as a pdf file and add it to your RIX Wiki.

Please see the example communication passport in a pdf file that we created using Our Story app.

https://www.open.edu/openlearncreate/pluginfile.php/164176/mod_label/intro/Our%20Story%20-%20All%20About%20Me.pdf

Technical

Download the Our Story User Guide by clicking below:

https://www.open.edu/openlearncreate/pluginfile.php/164177/mod_label/intro/Our%20Story%20-%20User%20Guide.pdf

Summary/conclusion

In Session 2 we have focused particularly on the early years. The power of using visual media has once again been highlighted, as has the value of creating memory banks and documenting personal histories. This not only improves communication for the individual but also benefits communication within the complex network of people around the individual. 

We hope you can see the importance of having high expectations for people, of them having hopes and dreams for a fulfilling future, and that effective communication is essential for everyone.

Checklist

I will understand the function of a family album
I will be able to apply Multimedia Advocacy in practice
I will understand the importance of visual communication and consistency of practice
 I will understand Person Centred Planning (PCP) tools and principles
I will have a basic understanding of the Education, Health and Care Plan process as practised in England

Animation: Beginnings

Now we have moved on to building support networks, This section of the animation shows Lola starting formal education and her mum meeting other parents and exploring what’s possible. The first experiences of difference for the young child are also highlighted, and mum thinks about how to support Lola’s communication and social relationships.

Lecture: Person Centred Working - Gosia Kwiatkowska

Gosia Kwiatkowska is now going to introduce a person centred planning tool, called PATH – Planning Alternative Tomorrows with Hope.

Case Study

Key Learning Points

Practical Activity

Mapping the circle of support.  For this activity, you can use the ‘Circle of support’ template ( Download (120.7 KB) ) or use a digital tool like Inspiration Maps app. Work with a person that you support and together create a circle of support. Please see the example. ( Download (217.5 KB) ). Ensure that you add this information to the RIX Wiki.

Technical

Inspiration Maps App - https://www.inspiration-at.com/inspiration-maps/

Summary/conclusion

This brings Session 3 to an end and you should now have some understanding of multimedia in practice and see the benefits of a range of person centred tools and principles. You may now want to look at this in more detail through further reading. 

Toye’s case study gave you the opportunity to see some of the communication strategies highlighted in Session 2 and how being able to document and share information widely improves outcomes for everyone. 

We especially hope you have been reflective on the difference and the fine line that exists between ‘care’, ‘support’ and how we can truly ‘empower’ the people we work with.

Checklist

• I will have a greater awareness of self-advocacy
  
• I will have a greater awareness of transition
• I will recognise the importance of integrating Multimedia Advocacy into education and planning
• I will understand the importance of multidisciplinary working
  
• I will have a greater awareness of issues of confidentiality and permission

Animation: Multidisciplinary Working

Starting school can mean a huge increase in the number of people who begin to be involved with a young person and their family. With this comes a lot of new information which needs to be coordinated, processed and shared in some way. This is often left to families which can be overwhelming, time consuming and frustrating. 

The use of media at this stage can be incredibly effective in supporting families and helping to coordinate professional input, whilst keeping the person at the heart of the process.

Lecture: Knowledge of Self - Andy Minnion

He based his lecture on David Test’s research that highlights four stages of acquiring self-advocacy skills. The first stage is knowledge of self.  Andy uses David Test’s framework to unpack and examine multimedia self-advocacy and demonstrates how photography could be used to develop someone’s knowledge of self. 

Have you used photography with people with learning disabilities? 

Do you have some new ideas how you can use photography to start having conversations with the person and help them to develop their knowledge of self?

Case Study

Please have a look at the Tower Project – ‘Person Centred Planning’ case study showing a workshop with people with learning disabilities which aims to empower those taking part and motivate them to take control over their lives. 

As you watch this, please take notes of the key points that stand out for you.

Key Learning Points

These are the key learning points that we have noted.

1. The response from one of the people - ‘We are in charge of PCP, because the social worker cannot take this away from us’ - made us think how often professionals with good intentions take control of the person centred planning process. It feels that workshops like this one help people to understand their right to be in control and supported only when the support is needed.
2. We also loved the reinforcement of the meaning of PCP – ‘Person centred planning is Me’. It feels that the workshop gave the individuals great sense of ownership and empowerment. We think that these kinds of discussions, workshops, book clubs etc are very important to help people with learning disabilities to stay in control, understand their rights and exercise them.

How do your notes compare to ours? 

Practical Activity

"Capturing my dreams".  Use your camera/phone/ipad/tablet and record a short video clip that captures your dream for the future. Use the handouts provided to see how you can edit your video, add titles, music etc. It is useful to use these tools because you might want to add dates or other key information to film footage. Add your completed film to your RIX Wiki.

Technical

iMovie guide ( Download (1.1 MB) )

Windows Movie Maker guide ( Download (808.8 KB) )

Summary/conclusion

We now conclude Session 4 which has focused on the process of transition, as someone prepares for adulthood and as they move away from their family. Here we started to address self-advocacy skills and look at teaching the steps in more detail. 

Our case study here should give you a clear indication of how important it is to teach these skills. This session has also highlighted the importance of multidisciplinary working and how the use of multimedia can again play an effective role in building teams around the individual.

Checklist

• I will understand the importance of taking control
  
• I will know how to use Multimedia Advocacy to support the development of life skills and independence
  
• I will understand the reasons for communication
  
• I will understand the importance of aspirations
  
• Awareness of online safety

Animation: Taking control 

Lecture: Empowering ways of working - Sam Goncalves

Sam Bergin Goncalves is now going to talk about working in an empowering way, with her son Shane, sharing her family’s experiences using multimedia and person centred approaches to empower him to fulfil his aspirations. 

In this video, Sam refers to existing UK policy and legislation which addresses the rights of people. You may be accessing this course from outside the UK in which case you may have similar legislation in your country. 

Case Study

Click here to look at Alex’s case study. Alex’s mum Mary gives us an overview of some issues that Alex and his family are facing and explains how they have used a RIX Wiki to address some of these issues.

Key Learning Points

These are the key learning points that we have noted.

1. It is very clear that Mary, Alex's mum, used a RIX Wiki for a very clear and specific purpose - to share information with other professionals and a new school so that Alex can have a successful placement and smooth transition into a new school.
   
2. RIX Wikis have the biggest impact when we plan what we want their function to be as it determines what information we include.

How do your notes compare to ours?

Practical Activity

Online identity and safety.  Look at the e-safety Wiki and think about the very important issues of online identity and safety when working with groups of people who might be considered more vulnerable.

In light of the points made on the e-safety Wiki, consider a tool which has been specially designed for people with learning disabilities to be part of social networks, MultiMe (Link). MultiMe is a secure social platform created for people with learning disabilities. It is designed to help them communicate and tell their story through the use of multimedia and become more in control of their lives through personal goal setting and the help of their online Support Network. It aims to provide a range of accessible and multimedia-based applications designed to empower individuals in their self-advocacy, self-confidence and independence. MultiMe seeks to help people with learning disabilities manage and build their own Support Network and Circle of Support. It aims to enable the communication, co-operation and joined-up support of the individual's family, friends, professionals and community circles.

MultiMe (Link)

https://www.youtube.com/watch?v=8q4Es_UxTws

https://www.youtube.com/watch?v=POu3LAE_Aq8 

Summary/conclusion

Now that you have come to the end of Session 5, we hope this information has given you the opportunity to challenge your thinking around true empowerment and how to support individuals to have the life to which they, and most other people, aspire. You should have a good understanding of the person centred tools and the difference between ‘What is Important To’ and ‘What is Important For’ an individual.

Even though Session 5 has addressed these issues in relation to English policy we hope that you can see how they link with the basic human rights of all people, which are enshrined in different ways in the legislation of most countries.

Checklist

• I will understand the importance of someone being able to tell their own story
  
• I will have a better awareness of issues relating to representation
  
• I will have a better awareness of opportunities that exist for communication
  
• I will have an understanding of the role of circles of support
  
• I will have a better understanding of Multimedia Advocacy and its principles

Animation: Transitions into community and adulthood

Lecture: Knowledge of Rights - Andy Minnion

Andy Minnion talks about the Knowledge of Rights as a key step on a journey of self-advocacy.

As Andy talks about the ‘Knowledge of Rights’, he highlights the importance of demonstrating respect for people with learning disabilities so that they learn their right to dignity. He also stresses the importance of multimedia portfolios being created by people with learning disabilities, with some support. 

How do you use multimedia with people with learning disabilities? 

Can you think of a way of using multimedia to empower the individual and help them to acquire their knowledge of rights? 

What rights are they?

Case Study

Please watch the Tower Project’s Self-Advocacy case study. As you watch this, please take notes of the key points that stand out for you.

Key Learning Points

These are the key learning points that we have noted.

1. One of your rights is the right to be heard.  This video highlights the need to develop a range of skills to be able to advocate for yourself.
   
2. Self-advocacy is a complex, abstract concept that needs to be taught. We need to simplify the concept and the language so that individuals fully understand their rights.
   
3. On the board there was an image from Books Beyond Words; these kinds of visual tools can be very helpful to support discussion.  

How do your notes compare to ours?

Practical Activity

Support someone to record their holiday or an event that interests them using an app or a programme of their choice.

After the person has recorded this experience, support them to share their story with someone appropriate. What challenges did you and the person you were supporting experience? How did you manage to overcome them? What lessons did you learn for working in this way in the future?

Summary/conclusion

You have completed Session 6 and we hope you are reflecting on the journey towards self-advocacy and the importance of knowledge of rights alongside dignity and respect. You have also had an opportunity to use and evaluate a range of freely available communication tools. You should be able to see how multimedia can empower the individual to develop and acquire the knowledge of rights, as well as the opportunities that exist to support communication and having one's voice heard.   

Checklist

• I will understand how ‘my story’ can be used for self-advocacy
  
• I will develop awareness of some organisations that support self-advocacy
  
• I will better understand the role of communication in supporting independence
  
• I will better understand the strength of using PCP tools for empowerment

Animation: Independent Living - stories and selfies

Lecture: Communication of Knowledge of Self and Rights - Andy Minnion

Today we look at the communication of knowledge of self and rights and how important these skills are in order to be able to become a self-advocate. 

Think about people that you support.  How can you maximise their communication using multimedia?

Case Study

Click here to look at Nicholas's case study. What are some of the key points that stand out for you? Note them down as you watch this.

Key Learning Points

These are the key learning points that we have noted.

1. One of the important points raised by Nicholas’s mum Mary is the difference that using Multimedia Advocacy makes in the level of the emotional engagement of professionals and the impact that this then has on provision of services. This is when the shift is made from a service centred approach to a real person centred approach.
   
2. Adding information to a RIX Wiki on a regular basis over time helps to create a valuable and useful history that can have a positive impact on future planning.
   
3. Mary highlights the importance of seeing the picture of the whole person including their needs e.g. communication, support needs etc which again helps to improve the provision of support.
   
4. Another point highlighted by Mary is the value of including video reports on a RIX Wiki. Additionally, this way of working can change the relationship between everyone involved, including siblings, to a more equal and person centred focus.
   
5. This example highlights really well how the process of making and using a RIX Wiki gives the person a voice, helps them to be in control and take ownership of their Wiki and therefore enables them to communicate their knowledge of self and rights.
   
6. Hopefully you have seen the engagement of siblings and how their involvement can support the self-advocacy of someone with very complex needs, in particular but not exclusively. 

How do your notes compare to ours? 

Practical Activity

Below are a number of organisations which support and enable peer and group Advocacy in the United Kingdom. Explore their websites and consider the potential impact of these organisations and how they advocate on behalf of people with learning disabilities. Are you aware of any other organisations in your area or community or country? How might you take advantage of such an organisation to help empower someone you know?

www.peoplefirstinfo.org.uk

www.1voice.info/about-us

www.advocacyforall.org.uk

www.selfadvocacy.net

Summary/conclusion

Session 7 has aimed to show how we can maximise the use of multimedia to ensure, as much as possible, that each individual lives their adult lives in the way that they would wish. 

Nicholas’s case study highlights how the use of multimedia has the power to change the way others view and work with people. They can give someone a meaningful voice, enabling them to take control and communicate what they want for their future. We hope you now have an idea how you may be able to put these tools into practice too, to empower others.

Checklist

• I will have an awareness of a connection between my story and our story
  
• I will have an understanding of group advocacy principles
  
• I will understand the importance of changing communication needs and support
  
• I will understand the importance of ongoing support to plan and realise dreams
  
• I will have an awareness of how to support individuals to exercise their rights

Video: Our Aspirations

This video aims to motivate its viewers, so that they recognise not only the power of Multimedia Advocacy to enable people to share and achieve their aspirations but also the importance of supporting people so that they have those aspirations in the first place. 

Lecture: Leadership - Andy Minnion

Leadership.  How often do you think of leadership when you are working with people with learning disabilities? 

In this lecture, Andy emphasises the importance of practising and preparing young people for leadership in order to become successful self-advocates as well as peer advocates. 

In your work, are you able to help people with learning disabilities to become leaders? 

How can you use a Multimedia Advocacy approach in this process?

Case Study

Click here to look at the Aspirations section of the Case Studies Wiki. What stands out for you?

1. The first point that stands out for us is the power of using music and sound. Please refer to the copyrights document and ensure that you always follow good practice guidance. 
   
2. Secondly, the range of aspirations we saw in these two short video clips; they might be small or big, but be just as important to the person. 
   

How do your notes compare to ours?

Practical Activity

Ongoing support.  As this is your last session, please review your completed course Wiki or other media that you have produced as part of this course. Then think about what impact the use of media can have and how the use of multimedia can harness the abilities and strengths of people that you work with or support. The important part to note is that using multimedia can be powerful and useful but the greatest benefits can be reaped when the information is shared and acted upon.

Here are some links which may be of interest to you as you reflect upon the RIX Wiki you have made.

Ajay's Wiki (Link)

Camden's Transition Wiki (Link)

RIX News (Link)

Summary/conclusion

This now brings the Multimedia Advocacy course to an end. You now have an overview of the multimedia self-advocacy principles and underlying theory. 

You will have an understanding of the possible journey of a person with learning disabilities and how you can truly empower the person with the use of multimedia.  

It is particularly relevant that this final stage of self-advocacy is leadership. If we can support people to become successful self-advocates we can also help to develop potential peer advocates and future leaders. 

So what will you change or implement from this learning? What is your aspiration now this course is over?