I referred to the advocacy approach when considering different kinds of special needs schools posted with other problems and educational opportunities. This reflective essay explores various events I faced during my placement, considering all the issues related to communication and advocacy improvement criteria for conversations not done by word of mouth,such as wheelchair-user students. Besides, it intends to find facts that prevail when using nonverbal communication in the classroom and how it enhances teacher guidelines, class cooperation, and comprehension. Through an organized evaluation with the help of Parker’s reflective framework, this essay searches through the incidents, feelings, theoretical points of view, factors related to surroundings, lessons taught in class,prospective course of action, and education needs. Considering the Professional Capabilities Framework and any literature that supports advocacy, this reflective essay gives a clear illustration that includes the implementation of knowledge aligned with social work and how career standards and ethical considerations are incorporated.
Describing the Advocacy Incident:
During my placement, I participated with a student from a special needs school who could not communicate verbally but could use non-verbal cues through facial expression with eye gaze(Reale et al., 2011). This could challenge me as nonverbal text could also be an essential tool with students. Besides, it could show how combining nonverbal communication with verbal interaction improves my understanding. Accompanied by creating connections, considering her requirements, and setting her sessions for a multimedia wiki, I came across potential communication barriers. Besides efficient interaction between the student and her teachers, I had to introduce effective communication at the first moments due to the need for verbal cues and new communication techniques.
Emotions, Values, and Assumptions:
In the first scenario, the interaction challenges disappointed and discouraged me. My expectations about efficient interaction did not come true, contributing to a lack of personal trust and relevant skills and knowledge to perfect responsibilities pertaining to advocacy. However, reflecting on this, I notice the significance of humility and sympathy, and I constantly adjust to advocating for different persons with various communication requirements(Rosen, 2014). My principles of belonging and aspirations were appreciated as I addressed the importance of recognizing the student’s voice and making her feel part and parcel of decision-making activities.
Theoretical Perspectives:
From a conceptual framework, this expertise relates to the social constructivism ideologies, prioritizing the contribution of the social environment in improving communication approaches and recognition. Furthermore, the community point of view of the impaired people explores the significance of solving environmental challenges to promote interaction and allow for engagement. By incorporating the strengths-based strategy, guided by theories of aspiration and customer-based approaches, I look forward to bringing more aspirations to the student and enhancing her agency, irrespective of her barriers to interaction (Umapathy, 2020). Besides, I also intend to find out and develop the competence and potential levels of the students from the special needs schools due to rising interest and as a way to enable her to address challenges and give her solutions. My focus on strengths-based approaches was to explore the inherent capabilities of the student, empower her, and allow her to meet her profession despite the communication challenges.
Contextual Factors:
The setting of this event results from legal frameworks such as the equal rights law and the fundamental rights legislation, which champions inclusive approaches and easier access to persons with communication challenges(Westra, 2014). I had the challenge of finding ways to incorporate the idea of social belonging for the student realm to feel part and parcel of the engagement and empower her through incorporating nonverbal communication as an essential tool to enable students like her not to feel discouraged and frustrated. Therefore, I had to strategize well to help recognize the student’s competence, principles, and significance. Associated factors within the organization encompass the school’s engagement with inclusive learning and customer-based approaches, facilitated interaction, and supportive efforts. However, the absence of dedicated teaching in communication showed a problem, prioritizing the requirement for consistent career building and aid.
Lessons Learned
There was a severe recognition of this advocacy considering the kind of engagement I was exposed to, which made me learn the significance of consistent understanding, communication via nonverbal mode, and adjusting to relevant approaches in championing people with various needs. I understand d the importance of cultural proficiency and humility in exploring communication challenges and encouraging a sense of belonging (Volpe & Jones-Brown, 2003). Furthermore, this exposure to advocacy incorporated the significance of collaborative approaches and teamwork in solving fundamental needs efficiently.
Future Actions:
Making steps ahead, I would put more effort into advancing my skills and expertise in alternative means of communication, encompassing augmentative and alternative communication structures (Walker et al., 2021). I would also fight to apply extensive coaching programs for human services professionals and interdisciplinary professionals to help people with various communication requirements. Furthermore, I would try my level best to promote a culture that incorporates a sense of belonging and high chances of accessing human service practice, fighting for structural changes to minimize problems associated with interaction and engagement.
Identified Learning Needs:
Mirroring this advocacy participation, I prioritize continuous improvement in diverse domains of the Professional Capabilities Framework, primarily Domain 4, which addresses Professionalism, and Domain 5, which addresses privileges, fairness, and Economic Welfare(Zhao, 2015). Promoting my comprehension of law-making processes, proposed rules, and moral principles forms the core guideline of the human services approach and is vital in advocating for people with impairments. Furthermore, sharpening and improving my skills in interdisciplinary approaches and collaborative teamwork goes hand in hand with domain 3, which addresses Professional administration.
In conclusion, to bring the negative aspect of advocacy experience during my engagement, it is indeed a fact that the advocacy pathway experience I achieved from a special needs school provided a less meaningful understanding of the problems associated with communication and championship in human service approaches. By effectively mirroring the incidents deeply, navigating theoretical points of view, and considering environmental influences, I have noticed areas for adjustments and improvements. Proceeding further, I am dedicated to maintaining the values of general equality, sense of belonging, and aspiration in my approaches, which the Professional Competency Framework and the ethical framework of the profession control.
References
Reale, M., Liu, P. and Yin, L. (2011) ‘Using eye gaze, head pose, and facial expression for personalized non-player character interaction,’ CVPR 2011 WORKSHOPS [Preprint]. doi:10.1109/cvprw.2011.5981691.
Rosen, D. (2014b) ‘Reconciling different worldviews,’ Vital Conversations, pp. 141–160. doi:10.7312/columbia/9780231164443.003.0006.
Umapathy, K. (2020c) ‘Collaborative Community Engagement Triad model to enhance student learning experiences for a web application capstone course,’ Community-Based Transformational Learning, pp. 110–127. doi:10.5040/9781350095847.0016.
Volpe, M.R. and Jones-Brown, D. (2003) ‘Conflict resolution approaches to the reduction of adolescent violence: Collaborative Problem Solving, negotiation, and Peer Mediation Initiatives’, Understanding and Dealing with Violence: A Multicultural Approach, pp. 247–268. doi:10.4135/9781452231723.n10.
Walker, V.L. et al. (2021) ‘Coaching paraeducators to implement functional communication training involving augmentative and alternative communication for students with autism spectrum disorder,’ Augmentative and Alternative Communication, 37(2), pp. 129–140. doi:10.1080/07434618.2021.1909650.
Westra, L. (2014) ‘Victims of human rights law and of legal persons: Where justice and equal rights do not apply,’ Revolt Against Authority, pp. 145–169. doi:10.1163/9789004273832_009.
Zhao, L. (2015a) ‘Carriers beware! – circumstances in which navigation addresses conflicting liability regimes’, Journal of Navigation, 68(4), pp. 784–790. doi:10.1017/s0373463315000247.
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