Slide 1
Learning to Lead
Using Self-Advocate Educators in Scenario-Based Training for First Responders 
Will begin at 1:00 PM Eastern Time
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Slide 2
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Slide 3
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Slide 4 
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Slide 5
Questions and Comments
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Slide 6
Archive
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Slide 7
Presentation Accessibility
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Slide 8
About Your Hosts…
TransCen, Inc.
•	Improving the lives of people with disabilities through meaningful work and community inclusion
Mid-Atlantic ADA Center, a project of TransCen, Inc.
•	Funded by National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Administration for Community Living, U.S. Department of Health and Human Services
[image: NIDILRR: National Institute on Disability, Independent Living, and Rehabilitation Research logo]
Slide 9
ADA National Network
•	Ten regional centers provide guidance, training, and materials on the ADA
o	1-800-949-4232
o	ADAta.org
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Slide 10
Learning to Lead
Using Self-Advocate Educators in Scenario-Based Training for First Responders
[images: Maryland Department of Disabilities (MDOD) Logo; Loyola University Maryland Logo; Maryland Developmental Disabilities Council Logo; Self-Advocate Educator Cohort 2 - Seventeen self-advocate educators and two police officers are standing, smiling and facing the camera in a group; Self-Advocate Educator Cohort 1 - Ten people stand, smile, and face the camera in a group.]
Slide 11
LEAD Model Implementation
LEAD Model demonstrating relationship between participating entities
[image: LEAD Model: Radial graph with Self-Advocate Educators for First Responders at the center, surrounded by and connected to First Responders, Academic Institution, and Community Based Advocacy Organizations; logos of collaborating organizations include Howard County Fire and Rescue, Special Olympics Maryland, Best Buddies Maryland, Montgomery County Maryland Fire and Rescue, Public Safety and Security Institute, Baltimore Police, and Loyola University Maryland; graph and logos are overlaid on a map of Maryland divided into regions: Western, Capital, Southern, Central, and Eastern Shore.]
Slide 12
Development of the Scenarios & Corresponding Curriculum
•	In collaboration with Police Academy & EMS/Fire Trainers, 7 scenarios were developed.
o	5 Police Training Scenarios were developed and 3 were determined by the Ethan Saylor Alliance Steering Committee to be used for initial training purposes.
1)	Bystander/Witness/Victim in a Public Space
2)	Request for Assistance from a Family Member
3)	Missing Person 
o	For Fire/EMS, 2 scenarios were developed.
1)	911 Medical Call for Assistance 
2)	911 Call for Medical Assistance – Mobility Transport Bus
Slide 13
Scenario 1
Bystander/witness/victim in a public space
A group of adults with I/DD are at the mall in the food court. They have their food and other items on the table including their wallets.
A teenage male approaches the group and engages in conversation with two people at the end of the table. While talking, he takes a wallet off the table. 
The two individuals at the end of the table shout to him to stop, but he runs away. The police are called.
Slide 14
Pre-COVID-19
Law Enforcement Training Sessions
On-Site
•	SAEs sit amongst police officers as equal partners in the educational setting. 
•	The approved curriculum is presented by the trainer. SAEs answer questions along with police officers/trainees. 
•	At a scheduled break, SAEs and police officers socialize.
•	Finally, the role-play scenarios are enacted. 
•	Following each scenario, a debrief is conducted with both the SAEs and the trainees. This debrief includes officer critique and reflection.
[image: Training participants gathered together in a meeting room with tables set around the room facing each other; some participants are seated and others are standing, engaged in conversation.]
Slide 15 
Post-COVID 19
Law Enforcement Training Sessions
Via Video Conference
•	SAEs, trainers, cadets are all synchronous via video conference software.
•	The approved curriculum is presented by the trainer. SAEs answer questions along with police officers/trainees. 
•	Finally, the role-play scenarios are enacted.
•	Following each scenario, a debrief is conducted with both the SAEs and the trainees. This debrief includes officer critique and reflection.
[image: Virtual meeting on-screen, with video feeds showing two separate participants and another showing two officers together.]
Slide 16 
Post-COVID-19
Online Regional Pilot for EMS
Blended Learning
•	Online Asynchronous Training Module where EMS Professional Trainers and SAEs are “Course Guides” to content.
•	Online Synchronous Training Sessions utilizing scenarios in “real time” in multiple breakout rooms - allowing for trainees to participate in more than one scenario.
[images: Virtual meeting on-screen with multiple video feeds showing participants; Virtual meeting on-screen with multiple video feeds showing different participants]
Slide 17
Results of LEAD Model Pilot 1
•	Officers and recruits who received the LEAD training as part of their MPCTC ID/DD required curriculum reported statistically higher levels* of comfort in social interactions with people with disabilities post-training compared to the training group who did not receive the LEAD training as part of their MPCTC ID/DD required curriculum.
[image: magnifying glass showing graph illustrating rising values]
Slide 18
What the Trainees Are Saying About LEAD ... 
(Exemplar Responses)
This training taught me:
•	“[to] know and understand how those with I/DD can act and respond to situations involving LEOs”
•	“how to communicate, specifically, how to give examples to demonstrate what I am talking/asking about” 
•	“[to] speak slowly, develop a rapport with the individual before asking questions. Give the individual time to speak.”
•	“that all people with I/DD don’t always look like it. How to connect with people with disabilities better, and I became aware of the different jobs and hobbies they do.”
•	“how to approach a group of I/DD individuals, and how every I/DD individual is different”
•	“I learned more interpersonal skills for communication with individuals with disabilities and how to de-escalate a situation.”
•	“that use of force techniques to do not apply to people with disabilities the same way.”
•	“that more officers should be trained by practicing with people in this way.”
Slide 19
Self-Advocate Educator Perspectives
Overall, why is the role of an SAE important?
Why does he like to be an SAE in the LEAD Program?
Slide 20
Certificates and Credits: CODE
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•	If you paid for a certificate of participation or credits, check the reminder email you received about this session for instructions
•	Please email the code above to ADAtraining@transcen.org by 5 PM E.T. on June 15, 2021
Slide 21
Mid-Atlantic ADA Conference
September 21 – 23, 2021
Baltimore, Maryland
Registration now available!
ADAcon.org
[image: ADAcon logo]
Slide 22
Thank You for Joining Us!
Mid-Atlantic ADA Center
Toll-free: 800-949-4232 (DE, DC, MD, PA, VA, WV)
Local: 301-217-0124
ADAinfo@transcen.org
ADAinfo.org