Inclusion in an Interdisciplinary Leadership Training Program: Perspectives From Self-Advocates.

Area of Science:

• Disability Studies
• Public Health Training
• Interdisciplinary Education

Background:

• Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs train professionals to improve outcomes for individuals with disabilities.
• Some LEND programs incorporate individuals with disabilities as self-advocate trainees.
• Understanding the experiences of self-advocate trainees is essential for program improvement.

Purpose of the Study:

• To explore the perceived value of including self-advocates within LEND programs.
• To identify accommodations and supports that facilitate the success and inclusion of self-advocate trainees.
• To inform the expansion of self-advocacy as a formal discipline in LEND.

Main Methods:

• Qualitative study involving interviews with 10 self-advocate trainees.
• Exploration of trainee experiences regarding inclusion, accommodations, and support systems.
• Analysis of qualitative data to identify key themes and insights.

Main Results:

• Interviewees strongly affirmed the importance of self-advocate inclusion in LEND programs.
• Specific accommodations were beneficial, but interpersonal support from faculty and peers was vital.
• These supports were critical for ensuring trainee success and full inclusion within the LEND environment.

Conclusions:

• The inclusion of self-advocates enriches LEND programs and training.
• A combination of targeted accommodations and robust interpersonal support is key to successful integration.
• Findings support the formal expansion of self-advocacy as a discipline within LEND initiatives.