DOCUMENT 145001 .

AUTHORTITLE

N4.4.

PhilliPOp 74Oiss. Camp.iLetlis Go ?grail InfllencingiDecieliOn:Makers.. 'making

-. it ,WOrk. in'ilural ComNanities,.A Rural NetOrkliono4raph. cr.Western Univ., Macoib. Coll: ofEducationl

-

'SPONS AMOY OffAce of Special l-Education (ED), Washington,PUB DATE , aAin

GRANT 20780185,3 -NOT7 The Handicapped Children's Early Education

Program. (HCEEP) Rural Network is an association ofprofesseonals representing educational pro;rams foryoung handicapped children in rural communities.

AVATtABLE.FROM Jura' Network, College of Education, Room 27,'fforrabin.Hall, western Illinois Univ., Macomb, IL,611455 ($4.25):.

ME01/PCO2 Plus. Postage.Administrator Guides: *Administrator.Role:,Communication Skills; Community Resources; DecisionMaking: *Disabilities: Early Childhood Education:*Human Resources: *Linking Agents: Power Structure:Progrism.-Development:" *Rural Areas: Rural Educktion:*Spedial Educagon: volunteers

RC .012 057,

:EDBs'iRCEDESCRIPTORS`

ABSTBACT'..,.

''- . Several targets, tools and strateiies can help the_.novice director of-programs for preschool handicapped children 1.T1

rural isolated areas york.vith advOcatesAnd volunteers who may difer,,

'valusble.help, ttt:who need information and dIrection:Thelfragility,,Of tntercomiunitrrelitiOnships in rural areas often-requires thesensitive use of talents andAmople.-IndividUals.who:influence-:deciSions withinAk giVen system, and who will initigateAnVsuppOrtaction for programs, should be targeted froi groups which includeparents anUadvocatesc public agencies And services, ClUbsand.organiZations, schools, health facilitie6,-public officials and .,

J .

croverntent agencies,Hthe clergy, busineSses and profesSions. Tale its

PYof retirees, studentSe'professionals and'others;,donated services ofbusinesses (use of WATSItelephOne lines, postage meters, etc,), :ndcominSiy media (teleVitiOn,-radio ewspapers, printers and .7F-74admItttising spedialists) are-tools t t program workes-must. learn to_utilize effectively. Strategies for pr lect directors to masterirclude coaching others, deceelOping appropriate-language-and./communication skiils,'Avolding'situationalsignorance and,nsgatiiisM,perfecting A sense of'timingi making assignments effectively',"bargaining, building bridges, .creating a network, soliciting aid fromother services, working' with volusteers, and observing. (NEC1

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"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

'TO THE EDUCATIQNAL RESOURCES

INFORMATION CENTER (ERIC)."

US DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

F [)ti( A RONAL Fit SOLIFiCf$ INFOFiMA1 ION

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'OA

A Rural Network MonographCoordipator: Louise Phillips

Task Force Chairgoirian41%1;0

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0 ' 5 4

About the aureltNetWOr 140nographsN #

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,

The stets of ,,the, Art Talc rpr4 has as i ibility the

liell.0ction end 102004t1Onof infqr ion re *4 t fefitive.

siXAtegiesti ;or,dsiver4muservices td4rru 1 V4tni, hen Ped children

And ohnallAs4 Duri"g 190-81, a series 0 monogrSphi was underta4n

ey ClontributOrs aciasXthe country under he 'editorial 4irention of,

-Patricia Hutinger. Contents of the first se Of monographs. (seElbrkkcover) refleCtICtfietmo$t pressing needs of rur CEEP project70Other 4

topics are under. consideration by members of t e r -1 Network and

will be forthcoMing.:* . r

1 .

.

,:This monograph was developed pursuant to giant G007801853,from the

U.S.:Department of HduCation:Those who undertake such projects under

government sponsorship areencouraged to exprpss freely their j)idgeb,

Men*0.61 professional technical matters. Points of view Or-opinicinS do

,not; therefore, iecesitarily represent, official bepartment.of Education .

position or policy. .1

OSE Project Officer, Sandra.Hazen'

-1

June 1981

The Rural Network

Western Illinois University Press

3

s

A RURALt1TWORK MONOGRAPH

.4

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W,

LEI'S GO RURAL:.INFLUENCING DECISION MAKERS.

by.

Barbara Hanneral"'Loretta Holder-Connie HoltLouise PhillipsSteve Threet

tllugtrated byJackie Stubblefield

f

Coordinator:.Louise Phillips

.4

AcknOpedgemehts

Foreword

PrsfaTce

History Of, the flUr1S Network

kIntroduction -

/

Targets

Tells

Strategies

I 41

kAppendices,

Appendix A:1 OrganizationsAppendix B: Publix Agencies an4 ServicesAlipendtx C: -Clubs and -OrganizationsAppendii D: Educ4ional jnsiitutions.Appendix E : Heal th. Carir Fqci 1 i ti es

Appendix Fr -'Publie Officia16 andGdvernment Officials

Appendix G: Clergy

et.

tin- Ix

*

1,

4.

2123

2425

25

26

26

.A endix H: Businesses and PrOfesions 27,

Appendix I: Getting the Word Out:An Annotated Reading List 26

Referlic7 List 29

Ili

,ACKNOWLEOGMINTS

111

'v .

Many contritiuted;ideaaanti.suggestions. to the klanninif andoutline fol,..1h,e manuscript. As ill" any Otfelittim-developedro ecto- it.has. peev react and rpvlsud Many times. ',II,e writing connittie e mesasspeCtal-eppreciatiRn fgr:the help and `endou'ragefiltint given -by:

doyce'°1.1ackson'

Dttvid Gilderman

Gary Harrison

Mtke Woddar4

. _

We ,are 'Oateful f ideas, and suggestions "frosi the ,Task Force mem-,.berslilted on page vi.

Harris Gabel:-- .

Patricia HuVnger -...°

* Sandy Hazen OS ,. " ''

Bill Sway oseSwam

WESIAR

WES141,

WEST/qt.^

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de.

Phillipt LOW14@

Adams, OudyAndrews', CogeliaCadmon, LoisClafin, MarthaCorAa, VivianCreafygluzanneDevaney, BarbaraEvan's, JoyceFrakes, PamGarner, DianneGentry, 'Dale .

Gowling, JimmyeHarwood, JoeHanners, BarbaraHolt ConnieHolder, LorettaHutiriger, PatriciaKibler, Bob -

Kiefer,.ShardcKuykendall, PriscillaKouys; KathyJohnson,' MarilynLynn, HenryMorse, MaryPartridge, OmaPatterson,, RaMona

Pedes, BrepdaPlace, PattiPlummer, Bonnie AnnRobinson, teeShelton, GinThreet, SteveTim, MattWeil, Jane

.Vi

1:44-;

ChairpersonMgnQlia,a AR

Murray, KY

Wichita Falls,Hays, KSNashville, TNRichmend, VANashville, TNAustin, TXColumbie4 TNLubbock?TXMoscow, IDBeaumdnt, TXSpokane, 'WA

Columbus, MS .

Colerain, NCTuscaloosa, ALMacomb, ILMurray, KYLightfoot, VAqmyrna, TNLtncolp, NE.Jamestown, NY

tiipn,-WV'Nashua, NHRedington Shores, FLIlredith, NH

C lumbia, TNRichmond, VAFairfield, CAAustin, TXBloomington, INColumbia, TNNashville, TNMachias, ME

X

J'

FOR:WORP

n .thee day* of economic chenge, inflition and budget cutting, wetenFto forget that the time will come whqpIhe piper trust be paid, Pay-

off COM in many form*, For Young,handiclOped children, the payoff maycome when failure to intervene early enough causes a child's problemsto become Insolvable, Failure to act early means we may havie to meet thedot at a fute date and at a higher rate. As educators and profes*Ion-

ell with a deep concem for young handicapped cbildreh, we not only haveto speak-, we have an ob lgapon to speak effectively to decision makers,' .

The Rural Network s a loosely affiliatid grbup of people and pro-

gram membOs concerned ith services for young handicapped children inrural areas. The need to combine our voices has led to a spin -off meet-ing ftom the larger project meeting and to sessions devoted to the taskof serving handicapped Children in rural areas with problems caused bylow lneldepce distance (necessitating transportation) and scarcity oftrained stlkff.

As. a result of these like problems, we have barided together es .taskforces to seek solutions. One of these task forces directed its worktoward ways to carry the messagevif.to influence decisions makers.

This book is a compilation of Ideas coming from many'peopld, pro- ,

jests and places. We do'not consider our statements the final work,

ely the beginning. It is our hope. that each of our readers will appoint',themselves a committee ef one to criticize our words, write'down addi-tional ideas and forward them to a member of the task force. The next

edition has'already begun. A

.Louise Phillips, ChairpersonTask Force - Influencing Decision MakersRural Network

vie

TASK FORCE APPROACH

Cl1-0

T44A force Approoch

irr OripinIting this 400klot4 the commit:No*0404 that (414not offer an in-dopth, fully reutorched book, In4teo4, it eel u* to

compile the loony 4ctivitie4 4n4 methods that hove Won tostod try pro-

oromm In the network. < The manuscript 1.4 diroctod to userk, in rural

arm whom morty.0 the iophi*ticet40 media poolibilitie§ of the city

ore not ovoiloble,

The urgency of sproadino the word impelled 44 to hoqIn a44emblino

the practl.CO4 that have been tasted and prov04 Ow:Ova, the 40(onti

edition could well be 4 di4tillotion of the belt proctice4 to make

more precitie the method4 used by interventioni4t4 in rural oreei, thin

booklet is intended to help the novice program director work with advo-

cates and volunteers who may offer valuable help, but who fitted infor-

mation and direction, The cOmmittoo chose to start with activities

that could he osod with program directors of varying degree of oxpor-

tiso.

Inv fragility of the intercomplurlity rolatIonOsinli in a rural areao ton requires the sensitive use of talents and people. All suggestions

it this booklet should be weighed In light of the, particuldr people, and

organizations with which each project directdr works In his or hor.`\

lquo totting.

From many possiblo approachos, the task force chose; to build its

5 (notions around the following toPics!

I. tntrodoction or Rationale - i brief account or the problem

2. Targets f the people, agencies and organizations who are the logical

buyers as well as sellers of the program

.3. Tools - the, creative use of people and media to spread the message

4. Strategi's ways to tackle the spread of intelligent information

in the eed for and implementation of Handicapped Early Childhood

-Programs in rural areas

00

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INTRODUCTION

. In recent years, early childhood special education (ECSE) has been recognized to I0,of critical importance to the futut'e of children whi; are developmentally disabled or ofrisk' for handi"papping conditions. Long-range studies are indicating that early childhood

.special.edeicatiOn does pay off as measured by the child's enhanced ability ,to contributeand function whin the mainstream of society. Why, then, do ECSE programs not receivethe political fApport that would -enable them to expand and grow? The need seemsapparent, but intrdequate stimulation has !failed to produce the necessary financial and

program /support. With the implementation of Public Law 94-142,_ school systems arecohcerndd with meeting the Mandates specified for, the school-aged population, but fewstates have seen the need twee the age of mandatory special education so that theinfant and preschool population can'receive educational benefits. Within rural areas, theeducation of preschool handicapped is an even 7greater issue, because the laOk ofappropriate funding and support services makes 'selling the benefits of early interventionan even more difficult task.

Rural education programs for handicapped individuals are heterogeneous ( Helge,1979) in terms of services provided and the specific service needs of the communities.Some indicate that more than 15 million children between the ages of 5 and 17 'areenrolled in rural educational programs (Sher, 1978): A significant number of -thesechildren are estimated to have some type of handieaReing-condition (Education of theHandicapped, 1979).

rw,

Helge (1980b) reported that many problems were apparent in-the rural implementa-tion efforts gf Public Law 94-142. A survey conducted by the National Rural Researchand Personnel Preparation Project (Helge, 1980a) reported-that particular areas of needfor rural education agencies included providing support services, and 'adequate communityinvolvetment. Reynolds and .Birch (1977) have suggested that "better methods ... must befound so that the obligation to serve children in normal enArronments can be realized,even for those in remote and rural areas" (p. 679).

Parents,-teachers 'and other concerned persons intreasingly find themselves search-ing for ways to protect the educational interests of handicapped children (Bigge; 1976).Although teachers have the primary role of ,teaching handicapped students about theirrights (Addison, 1976), all citizens must become involved in advocacy for handicapI3edindividuals (Bigge, I 976)c Once fa commitment to the needs of handicapped children isrealized, financial and o ether kinks of support are available at both the state and locallevels.

Under the rules and regulations of Public Law 94-142, a myriad of services )nust bemade available to handicapped children to enable them to benefit from special education'(Federal Register, 121, a.12). Included in these services is the mobilization of school and

community resources. The local community can provide both services and financialsupport through fond-raising activities, private and group donations and volunteerservices. At the state level,' legislative support can be' encouraged by individuals;organizations and community agencies through lobbying and personal contacts withlegislators.

Often when implementing-a project, in a rural area, little thought is given to. buildingsupport systems that will enable the project to continue after federal funding is

discontinued. This manual is the result of a need for a resource that project directors canuse to help them promote acceptance of their program early in its lif9.

xiiit9

1

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. The implementation of any program begins with identifying needs, locatingresources, developing strateg es, and good communication between school and home.Many refer to such effort a political action. Political notion occurs on many levels and,to achieve goals, must be developed to have the greatest impiact on all levels. Thepurpose of this manual is to provide guidelines and ideason infldencing decis'ion makers infavor' of ECSE., The primary audience for this manual 4s HCEEP project directors whocould benefif from learning how to develoraOmmunity supportin rural areas.

. ... ?

There are several expected outcomes from the use of/ his manual. first, it is hopedthat public policy will be influenced to mandate s vices beginning at birth forhandicapped children in rural areas. The second exp tation is that changes will beproduced in the actual laws. of states to provide services for preschool handicappedchildren. Finally, it is intended that by using.the strategies outlined within this manualthb user will win the battle to overcome resistance to`helping young handicapped children.

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TARGETS

Change begins with the .choice of audiences that will be e st effective andsupportive in the development of public policy.. By carefully identifyin the individualswho influence decisionsfwithin a given systern,.one can save-much time and effort in thedevelopment of strategies. Mallas (1971), in a paper presented to a special training'session on aging in Austin, Texas, identified primary, secondary and tertiary levels ofpower. The primary powers. are those few persons who areLseldorn heard from but who,! if tconvinced to support,a cause, can be its most effectiv change agents. Secona 4'ary powersinclude publiC figures such as bankers, legislators nd business leaders. . The tertiarypowers are groups such as -civic clubs, churches and pa ent4-,oups. This chapter identifiesmany.of these target individuals more specifically. The e include) HCEEP staff, educatorsand, most of all, people who might be able to identifyi and contact members, within the,three levels of power.

Parents and Advocates \.Parent and' special merest groups have a long history of advocating and establishing

programs to serve handicapped individUals (Meyen, 1978). These groups have becomehighly sophisticated in their efforts to bring about change. National organizations haveresulted from pareht and other group efforts and have effectively use legislative anduse

processes to influence public policy. These organizations, pr vide services tocommunities through their respective state and local chapters and Her a (myriad ofsupport services. Specific services include financial support, volunteer programs, public'awareness campaign's and field representatives for technical or educational assistance.

/Public Agencies and Services

Traditionally, the resources of public agencjes have not been 4sed effectively forthe benefit of the handicapped: Although most individuals in rural areas may be aware ofservices available through some agencies, they may not know about the variety ofresources in the community. Public agencies can enhance the service deliVery system inrural communities by initiating public awareness programs regarding speCific benefitsoffered to handicapped individuals. They may also offer support personnel for existingprograms, ;transportation, opportunities for both sheltered and competitive'employment,recreation, legal services and protection, housing, and health. services.

Clubs and Organizations

Invaluable resources in any community are local clubs and organizations. These

groups 'ksan upgrade the quality of existing service-delivery systems through suchactivities as donations, fund-raising drives, volunteer programs and making specialequipment.

Schools

a

A federal commitment to the handicapped was mandated in Public Law 94-11Q.Educators and educational administrators should collectively plan to provide full anappropriate educational opportunities for all handicapped children. To supplement thiseffort,_ schools should find what federal laws are available and take advantage of them(Bigge, 1976). Additionally, a statement of state and local policy on the education ofhandicapped children should be secured and interpreted for local school districts. Higherinstitutions of learning should provide guidance in establishing due-process procedures forthe local schools and should assist school districts in evaluating educational optionsavailable to students.

3 the previous numbered page In

the original document was blank

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Health facilities

Health care facilities can provide cespite care for. parents, long-term care ,andmedical services. These ,facilities can, offer services ranging from minimal heal careassistance for, families to total care for the child depending, anjodividual needs.

ff

Public Officials and Government Agencies 1

Public officials, and government agencies at th state and,local levels engendersupport for rural programs. for the handicapped. is group of indb/iduals can formsupport coalitions .or bdvisory councils to encourage the passage of suppoi-tive legislationand sanction programs and activities relating to rural programs for the handicapped'. Theycan be contacted in person or by mail.

, Clergy

Perhaps one of the best support systems is the rural community is thp clergy.Support ram churches can come in the forms of cflynseiing with the family of %ahandicapped child, volunteer services to programs, $nday School services foi` thehandicapped, babyvitting'for parepts, and-,sarictioning activities behalf of the chwch.,

Businesses-cind Professions

Businesses and professions can also act as'support syterns. These Profess, als canprovide specialized services often necessary for the handicapped, aet in a pro essionaloadvisory capacity, serge on advisory\--committees for programs for the handicapp d, offercharitable donations, and sanction programs for the handicapped. They can usually belocated by using local telephone directories.

, -

An abundanOe of support systems are available to rural programs for the, handl-capped: Nevertheless, efforts in public education and awareness programmingmust beinitiated if community interest, support and mobilization on behalf pfd handicappedindividuals are to materialize. The coordination of programs is necessary if heedsidentification, intervention programs and the maintenance of effective services are fa(takt place.

1 9

TOOLS

.Individuals 0

'TOOLS.

The,

more people from the community who become involved in a project, the morelikely that project is to be successful in securing local funding for continuation. 'Whilesmall communities hove some residents who are more influential ;than others,'important in a .small town.

To. find a lobohas ters in m

pforce for small chores, the National lotion of Junior Auxiiiti s

,, c .p.-,a,y small towns, and their lembers men wh ctive!y-- eek

een?Ivor nitinfoiLse vice. The NAJA Newsletter, The Crocan give the haine'of the chapters in each area.

,.; ar; /Retired teachers often make 'alert, intelligent and capable y

marfelquire-trans ortation, these senior citizens,can provide many;paid services: annrering telephones, 'typing, keeping a ,clippaging 'h-ostkor hostesses for visitors to the project. Evfor serh ,citiiens which can help, locate such people.

. f, -_:,,A.,;;;

Although there are sqme pitfalls, parents of child e4,

They can answer telephones, sort mairand help ground the'proj,Because project directqrs receive a sizeable amount of mallon mailing lists for information just to keep an eye -on what s' `gating on, -it is helpful .toinstruct a-volunteer worker in techniques of sorting and (rnakipgAhis information readilyavailable for project staff: Volunters can also help with cOlrg'around report time.

`' , r, at-

Older children of project otaff or feenagert. in hi9h-school vocational programsshouldi be considered for some'of these tasks. A--calrto7ihe high-schosii principal should ,

reap some information about the availability of students,''Ond some projects can arrange -I

e theynimallyook, or\

.,program

rf> r ikcy hlso help.suf .%'nth \small chores.

m, Other projects and are

for the students tokeceive credit,

If the project "-needs legal or accountin help, a primary source should be thecarefully selected members of its cklvisory council. Retired people with tfiese skills_are---also a possibility. Legal-aid services are usually available in most4commarifies for a-minimal fee, but free advice should be obtained when possible. One piece of informationimportant to collect for every child in the project is the parents' occupations. When

indexed by category in *a notebook, the information can be drawn on by project staffwhenever necessary.

Local businesses, state institutions and sometimes local offices of federal agenciesmay have access to WATS lines. for long distance or interstate telephone use. If so, theproject may be able to obtain permission to use the line after hours, that is, eacly in themorning or in the evening. A local business may allow the use of their postae metermachined for large mailings. ,The staff should keep track of long-distance time andpostage; then, if the firm wishes, the staff can write letter on project stationarythanking them for the firm's c ntribution in the amount 'of the service or postage. Thi's

will allow the firm to take a income -tax deduction. There are some legal ramificationshere, and it is important t t the.appropriate people undetStand what the project is doingand why. When asking these favors of community businesses or agencies, project directorsrust be sure to reciprocate when the time comes. It is always a good idea to seek waysto be 'useful so that the-project builds "credit" against the day when it needs help. Frey

iht wevIousnumbered page in

the originaldocument was blanKi

-"vservicprovided by The projecte;orx thoughtful .note from the director today can meandividends of helOomOrrow.

%. Media

'What will the messageJpe? To inform 'the community about the project, to identifychildren' who need help, or 46 address more general issues related to the project? Whatkind of budget is available" for media? What resources are available in the community forprinting, television and-photography? What are the most important things to, say?' Whatother message can wait until another day? What is the target audience for each message?Cal one form oftmedia,serve more than one purpose without being cumbersome? Thesequestions wgshcipe the dissemination approaches the project should take.

Slick, professional brochtfres abou-t the project, its purpose and activities shoulddesigned and produced by a consultant.. If a project's budget necessitates using the sillsof staff and volunteers, the nearest college or vocational-technical school may havefaculty or students willing to help with drawings and design. The advisory board cansearch out volunteer talents for layout, paste-up and photography. The brochure shouldbe designed to meet the needs and expectations of the target audience. ExcellentbraChures ten be produced using photographs of the children and parents involved. Slick

'brochures are not essential; sometimes the home-made one comes across with the truestmessage. Jargon known onl to other professionals should be discouraged, as should sayingtoo much. Figures and ntibers should be kept-to a minimum unless writing a formplreport, and all copy should be interesting and readable. There are some excellent ways'totest readability, and the National Cancer Institute has two booklets on this subjeCt- whichapply equally well to brochures.

, -

If anyone. on staff is interes d, in Wfiti-ng articles abobt the project or obtaining'local media,' coverage, rural inewspopersInd- teleVision -stations. are :generally verycooperative. 1,cht*;dhead 4, time when. Something special is planned or, for

%example, when fhe projectlias l?een funded.. AJI news releases must be iht writing,addressed to the editor (for the)oper) or news editor (for television). Time spenf inestablishing contacts among the reporters and photOgraphers may pay off in that theycontact the project after having, received one or two good stories. It is not'advisable towrite a story for the reporters, but all the pertinent facts, names, dates and places shouldbe written down for them. Both television andradio stations sometimes are required toprovide a certain amount of air; time far public - service, activities, and a local projectshould command some time and attention: The local television station staff may makevideotapes whidh they can dub onto'3/4-inch cassettes, and if 'they charge only for thetape, they are.doing. an expensive favor with the dubbing alone. The studio manager canprovide, either ,as.a public service gesture ,or for a fee, studio facilities and personnel fortaping material needed in the' project, for inserting electronically generated graphics, andfor editing., If this kind of assistance is required, it will be expensive, so careful andthorough planning is needed before going to the, studio in order to minimize the timerequirel there. Generally, small stations, in rural communities have a smaller profitmargin and are less likely to provide free services, but it never hurts to ask. A localcollege or vO-tech 'school may have ,video studio facilities and students to operate them.-AnOther possibility' for both media.. exposure for the project and help with videotapematerial is the state public broadcasting system. There is usually- an agency or officewithin the state education agency which Rversees PBS stations and which can give.information.

Whenever anything appear,s on radio or television about the project, someone onstaff should note the date and time (a senior citizen shut-in might, be happy, to track

programming for the project), and the project director should write a short note to thestation manager to thank him or .her. When an otticle appeprs in the paper, the projectdirector should thank the editor for the fine job the reporter did, and send a copy of theletter to the reporter. Copies of letters and articles should be kept' for the projectscrapbook or clipping file. When .a picture of the project appears in, the paper, copies ofthe photos, accompanied by a note, should be sent to anyone who appears in them. When apolitician, tocal,-state,or federal, visits the project -- and they should -- the staff shouldarrange for, news coverage and send copies to the politician for his or her records, With a

. -note thanking the person for 'the -visit and attention.

Topics which /ich are likely to interest local news'media are: .

- Activities of The children, especially those activities which recast the image mostpepple have of handicapped children

- Activities related to special events such as Halloween, Christmas, thanksgiving,Valehtine's Day and the like

- Examples of good attention drawn to' the community by the project

Workshops for, parents or.personnel:, -

- Advisory CoUncil meetings, especially those-at which action occurs=, h . \_...-.

. - Case ,.studies- of childrek who'did well because of the project. _ t

Public credit is -due' to other agencies, institutions, individuals or projects in thecommunity, even. if their help has been minimal. Their interest and willingness to helpmay increase if they have been given the chance to bask in the sun with the project and-its staff.

9

) (-)tiff

STRATEGIES The previous numbered page inthe original document was blank

4:0

STRATEGIES

As in any undertaking, one must have a game plan or a procedure. In this manual,,The game plan is toigged "strategies." Before beginning, each person must be aware of hisor her community situation, targets and tools. These factors were, discussed in theprevious chapters. Also, he or she must be organized and have a plan of action. Thischapter 'addresses these strategies. k

Cpaching Other., \\\ .

Strategies deal will ,getting something accomplished. The project director, whomwe call the "strategist," eeds the assistance of others such a staff members, parents orvolunteeis. Often these volunteers must be coached or ,trained To' help effectivelyinflence the people with ter. If these volunteers know they need coaching, then thestrategist's, job is easy. BO \ if the volunteers think they are automatically ready by virtueof their enlistment, the strategist has to apply some very basic persuasidn techniques. Heor sh\e must trail These assistOnts even while using their help. '

The way the strategist `,approaches the volunteer is vital. The strategist mustconvince the volunteer of the importance and viability of \the project. If the volunteersdon't believe in what they are doing, no one else will either. The strategist must choosethe volunteers carefully. Some people will be willing to work for a while, and honestywith them is imperative. They must know how much time it will take and how long theyare being asked to serve. The strategist needs helpers who will work, not dead weight.

One way to, choose volunteers is through observation. What people are always askedto serve on committees? Why? Do they get the job done? The strategist should get thisperson if possible, but be wary of overcommitments. Another good ,prospect is the person

.who is,curren'lly not on a committee, for this person may have a lot of time and energy todonate.

metimes the volunteers have to be "won." Complimenting their strengths orasking t to reflect on their weaknesses can help. They need to know that if they needassistance t y can. call the stratskgist. In addition, the strategist should ask them toexamine their. environment. Who their friends? In which areas would they be mosteffectiVe'?" Which areas should they leave alone? These questions must be cerefullyconsidered.

It may be that the strategist recognizes a weakness or a yirrength that the volunteerdoes not see. It is then up to the strategist to talk with this person and collaborate on asolution -- a way to use the strength or to avoid any area or person that the weaknesscould affect. After the strategist and the volunteers have hit that happy medium, thestrategist-then must be certain that all of his or her task force understands some basicdo's and don't's about representing the project's interests to others.

Language and Communication Skills

The volunteers should refrain from using any type of educational or other profes-sional jargon,. Of course, they all know that OSE is the Office of 'Special Education andTASH is The Association for the Severely/Profoundly Handicapped, but people in thecommunity are likely not to recognize these acronyms. During the initial encounter withprospective project supporters, the volunteers should be as brief as possible. Allvolunteers shoOld be precise, but not cut and dried; that is, they should speak as

I3 The previous numbered page in

the original document was blank.

a

professionals, but be open and friendly and use terms that the listener will understand.They should be personable, but not personal.

When presenting data, there must always, be a printed hand-out Covering thematerial being discussed. This helps to keep the material fresh on The listener's mind andCan also serve as an accurate reference p_Wnt.

A

Theroject director must insure that the volunteers know when to talk and when tolisten. There are ways to listen properly, just as there are ways to speak effectively. Thespeakers should not Er rushed or interrupted. Good listeners will ke notes, and goodcommunicators will set a time for discussion and questions later.

Basic Problems

There are some basic problems or stumbling blocks that volunteers might encounter.If anticipated, these problemsa can be averted or at least lessened in intensity. Oneproblem is "forgetting." Sometimes people "forget" or don't "get around" to doing whatwas asked of them. Since most people do not like to be called repeatedly or reminded ofthings they did flat do, the project's representatives must choose an- alternate course.they should get to know the secretary in each office and agency and be on a first namesbasis with them. Secretaries are the ones fo ask for help. Secretaries can notify aproject representative of difficulties encountered when an agency begins work on aproject-related task, and they are usually effective liaisons between the project and theagency management. Follow-up calls to secretaries provide ongoing information aboutthe agency's progress in meeting its commitment to a project. The project's representa-tives should be attentive but not pushy. When the prospective project supporter is not inan office oragency, notes or personal calls are often effective.

Another roadblock may be situational or environmental ignorance. Each volunteershould know his or her subject, the subject's likes, dislikes, things that he or she enjoystalking 667,t, things not to mention, and s' forth. If the volunteer is not well-informed,he or she co'31d inadvertently jeopardize the whole project by falling into a verbal trap.

Realistically, there will be those who support the project and those who do not. Theproject director and volunteer canvassers must recognize adversaries and decide how todeal with them. They can choose either to pinpoint the opposition and convert them or, ifall else fails, simply to confront them. ("Hey, we've got a problem and we're both hurtingthe kids. What can we do about it?") The strategist also needs to discern the reason forthe opposition. Are there misconceptions? Does one agency feel 'that it has been slightedor ignored? Where do they feel that the strategist's loyalties lie? .Both the strategist andthe volunteers should proceed with caution here and work gently; there are enough,roadblocks without creating additional ones.

The project's volunteers should be prepared before making an appointment with apotential 'supporter. They must know exactly what the potential supporter can do, howmuch he or she can contribute and en. The volunteers must be prepared to bargain onthe initial visit, and they must never make a verbal or written commitment in p meetingthat cannot be carried through. It 'is far better for them to say "I don't know" or "I'llcheck and see" than to promise something that cannot be delivered.

The volunteers should make themselves available at the prospective projectsupporter's convenience. This will not always be possible, but it is a good policy to try and

follow. In addition, they should keep accurate, up-to-date notes and files. In this way,they will always be ready to refresh their memories regarding a specific meeting or

1 4

conversation. It is a good idea for the volunteers to "write-up" each meeting and to logeach phone t all.

A' final problem may be negativism. A prospective project supporter may notsupport the strategist or the project. If the volunteers know of any negative feelings,they should discuss with the strategist possible public relations tactics to help alleviatethe negative situation. Good public relations is always important in maintaining a positiveand supportive attitude among agencies. Calling of ten, volunteering to work in part-timeor occasional jobs, and showing a genuine interest in each agency and its function willbring positive returns in community support:

Timing

,Timing is vital. If the project needs money and the fiscal year ti July-June, thetime to start asking for money is September. Budgets require much planning,- considera-tion and revision. September is usually a good time because it gives the agency July andAugust as "breathing time." It is during this time that vacancies are filled; programs arerevamped and plans for the coming year are initiated. The September rule, however, isnot a hard and fast one; September may be too late for some projects.

Another aspect of timing-is knowledge of the agency. A good practice is to knowwhat agency is awarded what money and for which period of time. Can that money beused at the agency's discretion? Is there any leeway? Or is it money tied strictly to oneproject? These are important (questions, and a good strategist should have thatinformation.

Timing is also when asking for favoiNa. If a person has just received a,professional or civic award, he or she may feel magnanimous and grant a favor here andthere. The strategist should congratulate this person. Is it an electron yebr? Electedofficials and their aides and workers'are looking for fdvors to grant,-and IS can benefitthe project.

Timing is also important in regard to the volunteers. The strategist must recognizethat a wlunteer who has just won a local election is (/' prime candidate to talk to astate-level, elected official. A volunteer recently named to chair a state committee onmental health is a "natural" to talk to people within the department of human resources. \-)

Making Assignments

This sec ion fits hand-in-hand th timing. A smart strategist will_carefully matchhis or her volur teers to their contact ple. The Olunteerr nurse will be matched to acontact person t a nursing horn iolUnteer whose huband or wife sits on the localbank board will ID. matched with a er.san in industry. It is nice if the two are friends, butit is important that they have a healthYrofessional respect for each other.

Bargaining

Bargaining, basically, is "You scratch my back and I will scratch yours." There aretwo important things to keep in.rnind regarding bargaining. First, no favor is too small to,grant or to remember. Second, the project's representatives should maintain accurate andcomprehensive records and files. Bargaining will not always he a tit-for-eat operation.There may be an extended amount of time between the favor done and the favor returned.It may be that the strategist and volunteers will need to perform several favors beforereceiving the return payoff.

I5

Attitude ,ls, Important here. The volunteers must be sincere 'and delighted to grantsome favors, but not doting and willing to he manipulated. They should be crafty when

' granting other favors and let the person asking now that this favor-will involve somework and may be a risk. This enables the volunteer to ask for-a similar favor,

4The volunteers should.not be used. Afte the volunteers' time is valuable, too.

They should. never give the impression that "it was nothing." Any favor or task issomething, and neither party should forget it. The bottom line on bargaining is the publicschool trade -off./ is the key word here: What can or will the project do for the

_public schi901,. a what doeS the project want in return? Elementary principals are goodtargets;' what do they want? Do they want inservice time? Consulting? How about theexceptional child coordinators? ,Do 'they needtime donated to make materials?

This bargaining should begin immediately in the first year; and once gained, thestrategist should keep that foot in the public school door. By the third year, the strategist

t should have. both feet under the superintendent's desk.

Building ,Bridges

This section could be subheaded "grass- roots' politicking." Basically, it is good

A, effective public relations. The project director, staff and volunteers should get involvedin -campaigns in the early stages; members of the advisory committee should also be

involved in campaigns. Sometimes it is worth the risk to be involved in specificcampaigns. While running the risk of losing; if. a candidate is strongly in favor of theproject's prOgramg, even an opponent who defeats that candidate may respect the projectstaff's willingness to fight for the program. Out of all those working for a program, someone of the volunteers, workers or friends may end up in seAppasc1ndidates' camps. A good

strategist will analyze the possibilities, but not dodge the issues.

A project staff should give money' if possible and time without question, doing as.much work and as many favors for as many people as possible, and taking credit for thework! It doesn't help to be an anonymous porker. This hard work will pave the way for afuture payoff. Again) it' is impOrtant to keep records to know who does what and whoasked, for and rec 'ved help. This information can be useful, not only for payoff purposesbut as a resource e.

Attending iallies, writing in the newspaper, and going door-to-door in sup t ofsome-One who will be in a position to repay these efforts at a later time brings cer ainrewardg. Above 011," once -EV contacts. are made, they must be maintained either pycal ling pr writing often.

Developing a Network

. In England there is a casual communication syStem known as-the "Old Boy Netwok<.'!

his within this system that the nitty gritty work is done among agencies. Much of thiswork is done after hours or over the phone. It is all legal and above board. It is simply"returning the favor." Each strategist needs his or her "Old Boy Network." This is just asapplicable in the rural areas 'as in th city -- just different people. A good strategistshould, get to know the 'heads of the a encies, the secretaries, the folks who would like tohead an agency; in short, he or she must keep informed.

Finding .0 contact person in the finance office helps the strategist stay aware offinancial 'debits, credits and advances:. Having contact people on all levels of governmentallows the strategist to ask for their help or to offer them assistance. Another

160 PIti

record.keepIng tactic Is to aavelop'an InforrnatIon form on all agencies and keep them onfile.' _This form allows the strategist to note any changes and to "read" the agency. By.keeping aware of timing and approaching thii agencies carefully, thestrategist can formstrong, ties for the project and help to keep the Iiri s of communication open with those inpdsitiOns to help.

Aid From Other Services

No one project or person can do it alone. '.Everyone needs help from the services andresourcep available. Social services, mental health, pOblic health, parents' groups, civicclubs, chtirches; school personnel, private organizations, special projects, scouts, seniorcitizens and citizens-at-large are just a few of the many resources available. A personnever knows just' where he or she will find an advocate. This is as true, in the rural areasas in the city; onliffie organizations change.

The project director or "strategist:Icon begin by getting to know people on a firstname basis in every service or organization. The name of the game here is truly "who youknow," and an opportunity to mingle and meet people should never pass. The women's clubis having a rummage sale? Someone from the project should go! The Parents-TeachersAssociation is sponsoring a fund raiser for new band uniforms? A project representativeshould attend btoll means! It may involve giving up an evening or two or a Saturday, bidthe end certainly justifies the means! .

A word about churtes. In rural communities, the church is the axis'on whicheverything revolves, Many times, a requirement ft:4- acceptance is belonging to and beingactive in a local church. Sunday,school classes, circle groups and other bible-study groupsare important resource groups. They can be approached to sponsor one child, to counselparents and to help transport.

A word of caution here. Project direCtors must be selective when choosing agencypeople. Many times, there are petty jecyousies that get in the way. Agencies arecompetitive, and they have to justify their existence. This 'sometimes means hoardingclients in order to avoid duplication and toojustify services. te strategist keeps aware ofwho gets along with whom in other agencies and uses f is knowledge when formingcommittees. A little competition can be healthy, as long as it is friendly.

Working with Volunteers rThe strategist or head planner is the leader of the volunteers, but the volunteers

may be leaders in their own right. Each leader should handle his or her helpers withpatience, be available for discussion, listen, weigh each fact, listen, consider individualpersonalities, listen, allow joint decision making where feasible, listen, utilize feedback,listen, stand behind his or her helpers, and stick to decisions once made.

One thing to remember: everyone cannot be a leader. Some people are not capableof ',Wing, others prefer not to lead. The strategist should bear this in 'mind beforedesignating-a volunteer as a.leader.

Observing9

, A' good strategist watches the legislative and agency committees carefully and-knows their timelines. Are they preparing' to act? Is there a seat open? Who will fill it?Is it time to elect a new chairperson? Is one committee under pressure? These are all

I7

A.

pertinent question's that directly affect the committees' functions and products. Any ofthese questions can be answered through observation.

DOS and Dbn't's

The following is a brief overvieAt points each project director heeds to remember:

DO:

- Meet people and mingle whenever possibleBe aware of individual strengths and weaknesses

- K the facts before beginning ,

A s listen- -Respect others, their time and their opinions

Be professional- Be courteous- Keep accurate and comprehensive data

Anticipate problems and avid them when'possibleBe honestComplete assignmentsReturn callsBe preparedBe positiveStand*7-hind commitmentsBe aailableMaster timing aspectMake careful assignmentsMatch person to project with careKeep the fences mendedKnow people on first name basisKnow who to call for what

- Be flexible .Remember that everyone makes mistakes

DON'T:

- Get discouragedBe pushy

- Use education jargon- Cancel appointments- Be negative- : Procrastinate- Be impatient

Conclusion

These are some general and specific strategies for influencing decision makers.There ate certainly More, and these may not all work. Flexibility is important. If oneavenue closes, another is ther.e to try. Persistence, too, is- important, yet all should bedin minhhat the, project is not a personal crusade, butra campaign to serve others.

18

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APPENDIX A

ORONliAT IONS

,

Alexander. Grahcin Bell AssOciation for the Deaf3417 Volta Place N.W.Washington, DC 20007

The Association for the Severely Handicapped1600 West Armory WaySeattle, WA 98119

American Association on Mental Deficiency .

5201 Connecticut Avenue, N.W.Washington, ,DC 20015

American Cancer Society777 Third AvenueNew York, NY 10017

American. Foundafkin for the Blind15 ,West ,16th StreetNew York, NY 1001'1

American Heart Association44 East 23rd Street'New York, NY 10016

American Occupational Therapy Association6000 Executive BoulevardRockville, MD. 20852

1.

American Physical Therapy Association1156 15th Street, N.W.Washington, DC 29.005

American Speech and Hearing Association9030 Old Georgetown RoadWashington, DC 20014

Arthritis Foundation1212 Avenue of the AmericasNew York, NY 10036

Association for Children with Learning Disabilities2200 Brownsville RoadPittsburgh, PA 16210

Office of Special Education400 6th StreetDonohoe BuildingWashington, DC 20202

2I

- The previous numbered page In

the original document was blank

J

;IOW ,LookNational Information Center for the Handicapped1201 16th Street; N.W.W9Shingt9n, DC 20036

'Council' far Exceptional Children1920 AssocidtIon DriveReston, VA 22091.

Cystic Fibrosis Foundation3379 Peachtree Road N.EtAtlanta, GA . 30326'

Epilepsy Foundation of America1828 "L" Street, N.W.Washington, pc 20036

March of Dimes1275 Mamaroneck AvenueWhite Plains, NY 10605

Muscular Dystrophy Association810 7th AvenueNew York, NY 10019

Nationalociation for Mental Health,Sultes13000 Columba Circle

New York, NY 10019

Inc.

National Association for Retarded Citizens2709 Avenue E, EastP.O. Box 6109Arlington, TX 76011

National Easter Seal Society for Cr4ppled Children and Adults1023 West Ogden AvenueChicago, IL 60612

National Mental Health Association1800 North Kent StreetArlington, '(A 22209

National Multiple Sclerosis .Society257 Park Avenue SouthNew York, NY 10010

National Rehabilitation Association1522 "K" Street, N.W.Washington, DC 20005

22-

r

Pros Won' CommMee oft Mental RetardationRegional Off las 4ullang 037th and Q NStreets, 5,Room 2d14Washington, DC .30201

United Cerebral Palsy Association66 Eat 34th StreetNew York, NY 10016

0 pthei Advocacy ServIcest

r

Parent Volunteer organizationsAmerican Civil Liberties Union

A. Ynited WayLegal.Ald Society

'eV

.a

1

APPENDIX B

PUBLIC,AGENCIES AND SERVICES

Depaitement of Mental Health,

State" W9Ifare Department ) '

State Crippled Children's,Services

VocationatRehabilliation Services

State Depaittment of Education

. Department ,of Traraportation

Parkand FtecOation Authorityt .

Social ,Security ,Agenc>t

Publiii Health Department

Area Planning Complission4

County Extension Service; .

Go'dwi I I Industries ,

Salvation Army. 41° 1.

Civil Protective Ageec150t

4 &4

!

9

23 .

APPENDIX pCLUBS AND ORGANIZATIONS

Wornon's clubs

Junior Leaguf

kiwarila

Ro 'tary

Jaycees

Lions

Civitan

Shrine

Sertoma

College sororities, fraternities and service clubs

High school service clubs

4-H

Senior Citizens

Scouts

APPENDIX D

EDUCATI0i4AL, INSTITUTIOS

colleges and Univareithis

Educatri

Special Education

Physical Education

Sociallirark

Junior colleges and technical schools

Local school systems

11col schools

Nursing schools

State residerftial care locilties

er

APPENDIX E

HEALTH CARE FACILITIES

Private residential care facilities

Nursing home facilities''

Clinics and hospitals

/I

ONO

APPENDIX F

PUBLIC OFFICIALS'AN6GOVENMENT OFFICIALS

1st

Local city councils

Mayor

Council members

County Commissions

State Legislators

Churches

Bible study groups

State offices

APPENDIX G

CLERGY

:

,

26

4r

Physicians

Dentists

, Pediatricians

Optometrists/Optharnolagists

Orthopedists

Neurologists

Occupational Therao

Physical Therapy

. Speech Pathology

Prosthesis and Appliances

Psychologists/Counselors

Audiology

Architects

Lawyers

API( mwows PRofrisiom

4

444

Financial Consultants

Bankers

Certified Public Accountants

Chamber of Commerce

APINENINX I

Getting the Word Mt; An Annotated lisadino 110

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Pretestinu In cancer communications. National Institute of tiOsilth, Public t-lialth'tervrce, National (fencer Institute, Publicetion Number (NIFI) 78-1493. Methods,examples and resources for improving cancer messages and materials. An excellentbooklet with suggestions for improving the clarity and quality of your message. Althoughwritten for cancer agencies and groups, the material is applicable broadly.

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28

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Mayen, Ei ttiWrodePil..f.UEZLVLZbeAtit At) ititratkitlian 00.1V0r, COI Love

PubIlahlng#

Reynolds, M. C., OA Birch, J. W.Reston, '(Ai Council for Excep ann

I .1.-once tiotrol ch Itiron

(ranon u Ate_ t

Sher, J. P. A proposal to end federal neglect Of rural schools, Ph --).__11411.1111 cin, 1978,

60 280..82.

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Network undertook to prowl*, a rotas for Mei Amortoitio youno handt-

@appall ant diart and thotr 14114114w TO* notoork *lewd CO ifl010400

adtioational opportunWee for Otto population titration the woomplton-

sent of a vartaty of autivtties. Partloipattouptoloota toten4o4

ca onhamo their' owo affaottOonasa to poivtding o4uoottoonl 404 imp-

partivo 4044ifille4 in rii**/**CIPOr Author intOrostioo, oontaoti

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univoraity

lioanYti1o, Tomas*** 17201

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Patriot* Witingor

Outr**ohl M4comb Kaqionat 'o aot

27 natrabio

Western Minot* University

mocomb, IiItnoia 61455

Or

Corinne Garland

731 Wax Myrtle LIthe

Houston, Texas 77079

Additional copies of this monograph may be secured by sending

$3.00 to cover cost of production and mailing to:

Rural NetWork

College of Education

Room 27", Horrabin Hall

IfWestern Illinois University-4

Macomb, Illinois 61455

Prices subject to change without notic .5/81- 600 - 10281.

1, dfl -41

`Topics for the fast series of Rural NetworkMonographs

include:

- An Overview of Initial Survey Results

- Influencing Decision Makers

- Cost Analysis

- Parent Involvement

Transportation

- Interagency Coordination

- Recruiting Staff

- Securing Funds

- Service Delivery Models