Kim Woods only

Assuming the Role of Social Advocate

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Introduction

Social Movement: Definition

Social movement is a considerable grouping of people who come together to oppose or promote a social change (Diani, 1992). at the heart of social movement are two critical factors: the scope and objective of the social movement and the degree of change a social movement promoting. Noteworthy, social movement can take place at individual or societal domains, advocating for minor social issues, or a multi-dimensional social facet.

Types of Social Movement

In 1966, David Aberle, a cultural anthropologist, came up with four types of social movements: reformative, alternative, revolutionary and redemptive (Little, 2012).

Alterative Movements

The aim of alternative movement is to effect a limited individual change, hence the quest to bring change to individual behavior. For instance, a section of community activist trying to encourage the conservation of a local forest by promoting clean energy such as wind and solar. Another example is a group of conservative women promoting the abolition of abortion to reduce deaths due to illegal abortions.

Redemptive Movements

Redemptive social movement is aimed at effecting individual change. as define by Arbele, the change is meant to transform inner self in totality. A classic example is a religious doctrine preaching the transformation of soul and spirit , which makes one makes one a totally new being..

Reformative Movements 

Reformative social movement attempts to effect partial social change. Basically, it seeks to bring minor changes to the social systems. a good example is the black movement in the 1960s U.S. seeking recognition to be part of the democratic system through equal voting rights. Essentially, the black community wanted to effect minor change in the U.S. democratic by seeking a review of universal suffrage in the country’s electoral system.

Transformative Movements

Transformative social movement is seeks radical change in the social system. For instance color revolutions in Western countries and the Arab Spring that swept through the Arab world from 2011 onwards. Notably, the distinction between reformative and transformative is that the later normally involves a marginalized section of the population seeking to be included in the current systems, while the former involves a significant section of the populations pushing for a complete overhaul of the system.

Why do social Movements Exist

Sociological theories postulates the social movements emerge as a result of unmeet demands or a matters segregation and other forms of discrimination. However, a requisite to initiate a social movement requires resources and the willingness of the aggrieved party in society (Edwards & McCarthy, 2014). This explains why some social changes do not materialize because of serious lack of resources. Hence, according to Buechler (1993) resource mobilization theory is the key to understanding the divide among the social movements and their abilities to mobilize resource to facilitate social movements.

Sociological Theory of How Social Movement Work

There are multiple sociological theories attempted to explain the driving force behind social movement and how they function. For instance, leadership theory postulates that, for social movements to materialize and continue function there has to be exceptional leaders at the helm. According to Aaltio-Marjosola and Takala (2000), leaders can be can be charismatic type who are famous and easily noted, are good orators, and committed to pushing for necessary changes from a moral perspective. Notable charismatic leaders include Nelson Mandela who fought for independence by opposing apartheid regime of the white minority in South Africa, Martin Luther King Jr. of the American Civil Rights Movement who perused c for equal civil rights such as the African-American and other minority races in the U.S. the right to vote. Additionally, Mahatma Gandhi of India pushed for independence from the British through civil disobedience and advocating for equality in the colonial India.

Purpose Of Social Movements And Social Advocates For Social Change In Society.

Social movements normally spring up from the grass root levels, and spread to the larger part of the populace. Usually, people are united by common backgrounds, goals, and geography; hence the push for change is amplified by the closeness and common grievances. Noteworthy, some social movements gather a huge moments and can sustain it to until the social change is affected. On the other hand, a significant number of social movements fail to gather pace, and run out steam before it can get of the based. Also, others dim with time because of lack of resources and commitment by the agitators of the social movement. Nonetheless, all social movements are geared towards bringing a change in a society.

All social movements require advocates. These are the people who are the center of the movement, and the main figureheads when it comes to communicating the reason and scope of the social movement (Diani, 1997). In a normal circumstance, advocacy involves working to champion public policy, fight for a change in a specific legislative piece and lobby for additional resources for the benefit of the community. Being a social movement advocate is a demanding responsibility requiring time, effort and resources (Sabatier, 1998).

The Need for Being a Advocate For Social Change

According to Drehme and Bordieri (1985) living with disability in the U.S. means one is subjected to different forms of biasness such exclusion from quality education , health and housing. Also, people living with disability experience workplace harassment and exclusion (Hall, 2005), and the regular discriminatory experiences from the society (Brostrand, 2006). Fortunately, the American constitution has made strides to bring persons living with disability on board the societal system by leveling the playing field in terms of fundamental human and civil rights (Bagenstos, 2004), thanks to the efforts of the American judicial system that have worked to deliberate on the critical issues affecting people with intellectual and developmental disabilities (I/I/DD). However, according to Cabansag (2011) despite the commendable achievements , there remain inefficiencies in areas of legislation ,law enforcement and inadequate resources for example funding, and the prevailing societal bias towards people with I/I/DD. Hence, this calls for an advocacy in this area to aI/DDress to inefficiencies and effect a social change.

Disability rights are equally human rights. Everyone is entitled to a free, unimpeded, and inclusive life in within the society such as access to quality education and equal employment opportunity, regardless of sexual orientation, age, cultural and geographic background, religion, socioeconomic status and physical and mental abilities. Unfortunately, most of the people with I/I/DD are discriminated on the basis of the aforementioned elements of equality.

A key milestone in the recognition of the fundamental civil and human rights of people with I/I/DD is the enactment and adoption of the Americans with Disabilities Act (ADA) of 1990. The law is designed to protect people with A/I/DD from the discrimination on the basis of disabilities in federal, state and local governments , public and private premises such as schools, hotels and museums, and transport and telecommunications utilities

This paper pays a special attention to students with I/I/DD. Like other people with same disabilities, student with I/I/DD suffer from lack of access to quality education, and inadequate facilities in public and private learning institutions. Quality access to education and equal treatment are paramount in fostering fundamental human rights and fair treatment in a learning setting. A significant number of learning institutions in the U.S. lack adequate amenities designed to cater for students with I/I/DD, hence the call for a civil rights Movement For Students With I/DDS to advocate for their rights to quality education.

Group Constituents

Students with I/I/DD encounter multiple challenges in their quest for quality education. Despite significant gains in terms legislation, there are still impediments to having proper education, leading to students exiting the education system without requisite skills to meet the market requirements, and life skills to cope with societal issues.

Also, the adoption of Individuals with Disabilities Education Act has made little improvements to help students with /II/DD access quality education. In essence, the Act necessitates that students with disabilities be schooled to highest extent that is necessary with their counterparts who are able-bodied. Unfortunately, most of the students with I/DD still face segregation, and learn is self-contained classrooms or in schools for the students with I/DD , often with inadequately equipped and staffed (Brock & Schaefer, 2015). More disturbing is situations where seclusion is done in a disorganized manner, leading to injuries and mental torture to the victims.

To support assist in advocacy efforts, the CCD Education Force will assist the movement will facilitate the educational needs of students with I/DD through early childhood education, and higher education. The task force champions for adequate resource allocation, implementation , and evaluation of set out programs, as well as ensuring that students with I/DD get the same standards of education and treatment like those who are able-bodied.

Challenges to forming a group for Students with I/DDs

Development disabilities can be grouped as disabilities associated with bodily functions and vital organs such as metabolism and nervous system respectively (Rimmer, 2006). Basically, physical developmental and mental disabilities are manifested at birth ,and not acquired or transmitted from one person to the other unless the hazard reveals itself early childhood to interfere with normal bodily functions. Researches have revealed that developmental disabilities may impact a child’s life later in life in terms of not to live independently without the presence of an adult. Also, the disabilities may affect individual cognitive abilities, language adoption, motor sensory and ability to communicate (Wing, 1981). According to Birenbaum (2009), up to 51.2 million people have developmental disabilities. Also, the statistic reveals that children between ages of 6-24 make up for 18% of the affected total. In addition, data from the National Center for Birth Defects and Developmental Disabilities reveals that 1 in every 33 babies in the U.S. have birth defects.

Challenges:

Lack of available options

According to Smith et al (2017), there are limited service options for students with I/DD. As an early intervention strategy, measures needs to be put in place in anticipation of children with I/DD. In school environment lack of physical access inhibits the choice of alternative options. Also, lack of support services and as well as limited options for schools equipped to offer full access to learning quality learning materials and well-trained staff. Notably, the rural areas are worst hit by this factor due to inaccessibility.

Lack of adequate knowledge by Parents/Guardians and Students about the existence of support services for I/DDs

Most parents are not aware that there are Special Schools to take their children with I/DD. Also, they may not know about the available support services in congenital schools catering for children with I/DD. In addition, McConachie and Diggle (2007) notes that parents lack knowledge about the existence of educational service suited for children with I/DD, and especially in early developmental stages of a child. On the other hand, older students find it challenging to go for vocational training to enable them acquires necessary skills in preparation for an employment life.

Lack of Access to Information

many guardians do not have adequate information about the right procedures for getting the resources such as funding or personalized support. Also, they are largely unaware and unprepared about ways of enabling their children transition from pre-school to post-school levels. Also, most American parents do have access to information regarding student’s career objectives and long-term educational goals. Finally, parents/guardians do not have knowledge bout persona care, or available therapies for children with I/DD.

According to Reschly and Christenson (2006) the adult inclusion such as parents, teachers and government official is the best strategy for helping student’s with I/DDs. However, in developed countries such as the United States take into voices of student’s with I/DDs (Messiou, 2002). Despite the efforts to include teachers in the trying to assist student’s with I/DDs, AI Adderley et al. (2015) warns that this may not be the best approach because research have indicated that teachers often mishandle students by yelling at them and ridiculing them, which result in marginalization and isolation, which leads to emotional distress in children.

Another strategy is the inclusion of students with I/DDs in the quest to helping them adapt and blend into a normal learning environment . Reschly and Christenson (2006) argue that students are important participants, and their views are critical in informing teachers, parents and policy making about the challenges they experience with I/DD. Also, Rose and shelvin (2004) observes that including student’s perspective enables key policy makers and other stakeholders such as teachers and parents to reflect upon future prospects and examine opportunities otherwise denied in the past.

Resources Used To Support Social Movement.

Sponsor involvement

Movement For Students With I/DDs is an upcoming advocacy group for students with I/DDs. Movement For Students With I/DD’s mission is to promote quality education for all regardless of physical or mental capabilities. Hence, as a non-profit organization Movement For Students With I/DDS will have to partner with like-minded individuals and organization s to solicit funds necessary for the running of the organization. Therefore, one of Movement For Students With I/D’s strategy for raising funds will include partnering with organizations and individuals, where Movement For Students With I/DDS undertake training programs, networking events and career development opportunities for students through cross-county campaigns and tours intended to raise awareness about I/DD. The initiative will provide companies, institutions and individuals to showcase their products and services, while Movement For Students With I/DDS gets sponsorship deals as result. Movement For Students With I/DDS ’s sponsor packages are known to unlock business potential by opening up a new world of marketing strategies and networking for companies.

Donor application

Movement For Students With I/DDS will involve the use of donations as a way of raising organizations funds. Our plan is to reach out to willing donors by demonstrating our social cause and fully engaging with prospective donors to ensure maximum financial support. Our perspective donors will include but not limited to federal and state agencies, financial institutions such as banks, charitable organizations, and learning institutions such as universities. The approach is to ensure that the organization can solicit financial support as well as a way of raising awareness about I/DDs.

Steps for launching Movement For Students With I/DDS .

Gather adequate information

Students with I/DDs may provide information about their struggles with I/DD, but it may not adequate because of their lack of in-depth reasoning and articulation of ideas. Hence, gathering necessary background information is key to identifying the problem. Some of the primary sources include sharing opinions, paying attention to personal stories and experiences. Secondary sources include Internet search and magazines.

Generate prospective solutions

Students’ s with I/DDs, parents, educational officers and teachers are the main stakeholders in the lives of student’s with I/DDs. After identifying problems students with I/DDs go through in daily lives, and from teachers’ experiences, data collected shall be gleaned to generate possible solution to the problem as well as laying a foundation for social action plan.

Plan an effective course of action

After identifying the possible solutions, the manner in which students with I/DD interact and respond to questions will be used in designing scope, mission and vision of the advocacy group.

Manage the project

Social action implementation stage is a challenge for most the groups. Movement For Students With I/DDS will be required to welcome additional information, anticipate changes in the implementation of social action plan and monitor the progress of the implementation process.

Conclusion

I/DD (intellectual and developmental disability) affects people differently and students are victims of the problem as well. As such, Movement For Students With I/DDS hope to raise about the issue, and help influence public about the need for quality for all regardless of individual disability status. Movement For Students With I/DDS ’s efforts will be made successful with help of political leaders, community and well-wishers in form of funding and moral support. Our organization shall lobby the government to increase funding for students with I/DDs, and help them obtain quality education enjoyed by other able-bodied students. Some of the challenges that may affect our organization include, lack of funding that may derail efforts to start the organization and keeps it running.

Movement For Students With I/DDs is founded on principle of public interests at heart- supporting and working on behalf and with students with I/DDs regardless of membership or from of disability . Movement For Students With I/DDs believe that students with I/DDs are equally capable of living and studying in an equal learning environment.

Researchers have found out that social action research have an impact on individual’s career and professional development. Also, social action research is a gateway to understanding own practices, and transforming knowledge into skills. The acquired knowledge has equipped me with skills of how to initiative and influence public policy through lobbying and public awareness on social issues.

References

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