Systems and General Advocacy 

 

Systems advocacy involves working for long-term change to ensure legislation, policies, and practices support the rights and interests of people with limited or no decision-making ability.

Here is a list of some of the ideas and terms we embrace as advocates. It is not meant to be all inclusive. Below are *some* of the committees or groups we engage with on a regular basis. For our current activities, please reach out to the individual staff person.

  • We work to protect the civil rights of and secure excellence in for the 7 million children with disabilities eligible for special education services and supports under the Individuals with Disabilities Education Act (IDEA) and the over 1.1 million children with Section 504 plans in America; as well as children who should have IEPs or 504 plans but are not yet identified. COPAA believes that every child has the right to a high-quality education and an equal opportunity to achieve his or her full academic potential.

  • The new school year brings excitement, challenge, and hope. Our focus as we launch this vitally important year is to be #BetterTogether. Through shared commitments and consistent practices that engage our staff, students, families and community, we can achieve the best possible outcomes for the students we serve.

  • How do we create a collaborative, productive & healthy partnership on behalf of students with disabilities in the Douglas County School District?

  • ADR Advisory Board Mission: To reduce the need for formal dispute resolution measures by providing a funded support system and toolbox of options for all special education stakeholders that lead to a more collaborative IEP process and relationships.

Systems and General Advocacy Goals

Influence positive long-term systems change which supports and responds to the needs of the community, including students and their families.

  • Support for parents

    • Work with parents/families in daily business to learn and understand challenges faced in the education system

  • Collaboration

    • Work with other non-profit agencies, state agencies, advocates, and families to identify what can be done to improve outcomes for all students with learning differences

    • Sit on and become members of councils, commissions, workgroups which create, implement, and oversee every aspect which affects students and families in the educational system 

  • Legislation and Policy

The information obtained through collective educational networking is used to advocate for systemic changes by engaging with schools, educators, agencies, and relevant stakeholders to identify what can be done to improve outcomes for all students with learning differences.

Systems (ic) advocacy involves working for long-term change to ensure legislation, policies, and practices support the rights and interests of people with limited or no decision-making ability. Systemic advocacy, including educational advocacy, can be a progression in contemporary thinking and research into best practice which highlights a need for systems improvement and change. It could also arise as a result of systems analysis into other issues, which may highlight a disconnect or contributing factor within other systems.

Systems (ic) advocacy is not individual, though it can be undertaken by just one person advocating on behalf of a group. The aim of systemic advocacy is to make positive, long-lasting change for a whole group of people.

This can include;

  • influencing positive long-term systems change which supports and responds to the needs of the community (students),       

    • and the creation of new laws or changes to current laws including the legislative, policy, and practice environments they operate in

  • ensuring the rights and interests of students and their families are upheld according to IDEA

  • promoting improved opportunities and outcomes for student with learning differences

  • ensuring the issues and experiences of directly impacted students and families inform the focus of our work.