How have strategies and tactics used by advocates in the disability rights movement mirrored those of other social justice efforts and how in what ways have they diverged?

Instruction: Reflect on your 3 learning goals you set in the first week and reflect on how well you are accomplished them. Provide feedback to two of your peers.: Answer all the three questionsMy Top Learning Goals Week 11. 2. Demonstrate the ability to use the terms of advocacy when camping issues.3. Be able to identify the power analysis, target groups and resources.Instruction: Answer all the three questions: Staying Involved–Tools and Tactics 6/29-7/5 1. How have strategies and tactics used by advocates in the disability rights movement mirrored those of other social justice efforts and how in what ways have they diverged?2. How are strategies such as social presencing utilized by advocates to broaden the impact of social movement efforts?3. How is evaluating advocacy efforts similar to evaluating other individual or program outcomes?Week Five Course MaterialsText: Advocacy and Practice, Chapter 7, 8, 9 & 10Readings:Section 2: The message, the frame and Section 3: Moving the message in Spin Works by Robert Bray Available from: https://spinacademy.org/wp-content/uploads/2012/04/SPIN-Works.pdfTransforming Activism: Digital Era Advocacy Organizations by Nina Hall and Phil Irelandhttps://ssir.org/articles/entry/transforming_activism_digital_era_advocacy_organizationsWatch:Capacity Works: Exploring Possibilities with Social Presencing Theater at Job Path (Beth Mount) https://www.youtube.com/watch?v=Tl15c_0UOxEhttps://ssir.org/articles/entry/transforming_activism_digital_era_advocacy_organizationsWatch:Capacity Works: Exploring Possibilities with Social Presencing Theater at Job Path (Beth Mount) https://www.youtube.com/watch?v=Tl15c_0UOxEProvide feedback to two of your peers. Anne Schlinck RE: Reflections on Learning Goals – Anne SchlinckAt the start of the semester, I listed my top three learning goals below and will share where I am in achieving those goals:- To learn how to advocate for the students with disabilities that I work with. Over the past four weeks, I’ve learned that in order to be an effective advocate for students with disabilities, I need to use my knowledge about equal access, the purpose of the ADA, and be vocal about the rights of students with disabilities and the College’s responsibility to protect those rights. While slightly outside of my comfort zone, taking the initiative to make the needs of our college’s students with disabilities known, I was finally given a seat at the table to participate in the College Planning Board and the COVID-19 Task Force, which is taking a multi-faceted approach to safely reopening our college in September. I’m delighted that as per usual, the senior level administration did not overlook the role of Disability Services and the needs of students with disabilities in this equation. I’ve also learned that as an advocate for the students I work with, it’s important for me to allow them to practice their own self-advocacy skills and develop a greater sense of self-determination. This is especially true for new freshman students who likely have not had many opportunities to develop or practice their self-advocacy skills as their parents may have typically taken the lead on that. – To better understand the perspectives and experiences of individuals with disabilities. When new students register with Disability Services and request accommodations, I have a short interactive intake meeting with them that used to be limited to asking the student to state their diagnosis and what reasonable accommodations they are requesting, what’s worked or hasn’t worked in the past, but never really the “why.” In the past few weeks, I’ve made changes to the interactive intake meeting where I ask the students (if they are comfortable with it), to explain to me how their disability impacts them in a classroom, dorm room, or in social situations. We talk more about their goals and aspirations for the future, and create a preliminary plan on how to begin achieving those goals. I recently had a meeting with a student with a diagnosed panic disorder and asked her to explain what that might feel like or look like not only to an outside observer, but also what that feels like to her, and what does she find the most helpful in that situation. It was quite an informative conversation that I’m glad I had. I also talked to some students with disabilities about their experiences last semester when all courses suddenly shifted online and what that was like for them. It was eye-opening and helped me realize that there is so much more that I as a disability services provider and the college community as a whole needed to do not only to reasonably accommodate, but also to create a more inclusive learning and social environment.- To learn effective ways to do my part in bringing an end to ableism. I’ve learned that