This session will provide attendees with an understanding of how their expectations have the ability to empower or limit their participants with and without IDD, will challenge students to change their outlook on limitations, and will create opportunities for effectively engaging participants with and without IDD. INCLUSION 60 minutes

INTRODUCTION: EXPECTATIONS ARE POWERFUL (5 MINUTES)

ARTICLE: WHY MY CHILD WITH A DISABILITY IS NOT MY HERO HOW DOES THIS DIFFER FROM THE NARRATIVE WE OFTEN HEAR ABOUT PEOPLE WITH IDD? HOW CAN WE APPLY THIS IN OUR ROLES?

DISCUSSION: THE EFFECTS OF EXPECTATION (10 MINUTES)

EXPECTATIONS OF OTHERS HAVE A SIGNIFICANT INFLUENCE ON THEIR PERFORMANCE Proven in Science: Pygmalian and Golem Effect WE WANT TO GIVE EVERYONE OPPORTUNITIES TO BE A STAR, BUT ALSO MAKE MISTAKES, EVOLVE, AND GROW Become aware of tendencies to treat people in certain ways because of pre-conceived notions.

COMMON EXPERIENCES FOR PEOPLE WITH IDD: Rejection vs. acceptance Isolation vs. belonging Insulation vs. independence, diversity, security Low expectations vs. individual potential Devaluation vs. valued

ACTIVITY: LIMITATIONS (10 minutes) Provide student with paper to write responses. Break students into small groups: 7-10 people each (will vary depending on size of state). Questions:

ARE THERE ANY LIMITATIONS THAT HAVE BEEN PLACED ON YOU ARE THERE ANY LIMITATIONS THAT HAVE BEEN PLACED ON YOU? (Because of your gender, age, etc.) HAVE YOU EVER PLACED LIMITATIONS ON SOMEONE ELSE? (Because of their age, gender, perceived ability/disability)

EQUALITY IN CONVERSATION ARE YOU ASKING YOUR BUDDY WHAT HIS/HER GOALS ARE AFTER HIGH SCHOOL? OR HIS/HER JOB PLANS AFTER COLLEGE? HAS YOUR PERSPECTIVE CHANGED SINCE BEING IN BEST BUDDIES?

ARE OUR BUDDIES SHARING THEIR GOALS/DREAMS/IDEAS WITH YOU? Examples: asking about your friends’ dreams, supporting dreams, not limiting them by your thoughts, words, or actions, building an inclusive community in your school, not doing things for someone they are capable of doing, empowering others and working together HOW CAN YOU BE SURE YOU ARE NOT LIMITING OTHERS?

ENGAGING BUDDIES AS OFFICERS   & CHAPTER INCLUSION (10 minutes)   Chapter leadership will look different in every chapter based on the program needs, goals, and chapter history (ingrained success/challenges). CHAPTERS SHOULD IDENTIFY THE LEADERS TO BEST SUPPORT THE GOALS OF THE CHAPTER AND FILL THE ROLES WITH THE BEST APPLICNTS, REGARDLESS OF ABILITY LEVEL.  

BUDDY DIRECTORS CAN PLAY VARIOUS ROLES WITHIN A CHAPTER   Best Buddies does have the buddy director position open to leaders with IDD to serve as a liaison to the buddies, host site/special education classes, and to support the chapter. However, this role can take on a multitude of additional tasks based on chapter need.

BUDDIES ARE NOT LIMITED TO THE BUDDY DIRECTOR POSITION    Additionally, this should not be the only position filled by people with disabilities in the chapter; all roles can be filled by people with IDD; there are current chapters in the nation with chapter presidents, vice presidents, and other roles filled by people with IDD.

DISCUSSION HOW ARE YOU ENGAGING PEOPLE WITH IDD IN LEADERSHIP ROLES IN YOUR CHAPTER? IN YOUR SCHOOL? IN YOUR COMMUNITY? WHY IS IT IMPORTANT TO BE INCLUSIVE AT ALL LEVELS AND HOW CAN YOU MAKE THIS HAPPEN?

IN WHAT WAYS CAN PARTICIPANTS WITH IDD SUPPORT THE CHAPTER LEADERSHIP IN ADDITION TO OFFICER ROLES (committee ideas, additional leadership roles, state support like Friendship Walk board or state intern, etc.)? WHAT ARE OTHER WAYS TO EMPOWER STUDENTS WITH IDD? WHY IS THIS IMPORTANT?

AMBASSADOR PROGRAM (10 MINUTES) WHAT IS IT?

WHY IS INVOLVING AMBASSADORS IMPORTANT?  

HOW CAN YOU ENGAGE & UTILIZE AMBASSADORS IN YOUR CHAPTER?  

Closing: Reflection (5 MINUTES) HOW CAN YOU CHANGE YOUR EXPECTATIONS TO EMPOWER THOSE WITH IDD IN YOUR CHAPTER? HOW CAN YOU BETTER UTILIZE BEST BUDDIES INITIATIVES ALREADY IN PLACE (BUDDY DIRECTOR, AMBASSADORS) AS A CHAPTER? FINAL FEEDBACK AND Q&A