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MENTAL RETARDATION Vol. 34, No. 5, 312-319, October 1996 Awareness, Action, and Collaboration: How the Self-Advocacy Movement is Empowering for Persons With Developmental Disabilities Alison B. Miller and Christopher B. Keys Abstract: In response to stigmatization and lack of opportunities in the United States, a self-advocacy movement by and for persons with developmental dis- abilities has grown. In parallel, in the empowerment literature in the social sciences, authors have sought to conceptualize the process of becoming em- powered. There is little in the empowerment literature that fosters an under- standing of the self-advocacy movement. In this paper, four relevant principles of empowerment (which concern gaining awareness of societal discrimination, individual rights, and personal strengths; taking action through participation in community organizations; and working collaboratively with supportive advi- sors) were considered. Through awareness, action, and collaborative support, self-advocates can transform themselves from marginalized targets of discrimi- nation to respected citizens. dividuals with developmental disabilities continue to be marginalized and stigmatized in American society. Faced with a lack of edu- cation, residential, and economic opportunities; a service system that frequently fails to meet actual needs (Braddock, 1994; Herr, 1983); and exclusion from mainstream society, individuals with developmental disabilities are often left powerless (Keys, Balcarar, Bartunek, & Foster- Fishman, 1995). In response to these societal conditions, a selfadvocacy movement by and for persons with developmental disabilities has emerged. Self-advocacy has been described by its members as a ctvil rights movement through hich its members seek to attain human, civil, and legal rights (Cone, 1994). The movement began in the United States in 1973, when @ group of individuals with developmental dis- abilities in Salem, Oregon, founded the first selF-advocacy group with the support and tech- nical assistance of advisors who did not have disabilities. Modeled after an already existing self-advocacy group in British Columbia, the ‘Oregon group's initial function was to help members learn to speak out and to speak for themselves (Williams & Shoultz, 1982). In 1974, chis group organized a convention in Or- eqon to disseminate information and increase interest in self-advocacy (Heath, Schaff, & Talkington, 1978). Sixteen self advocacy groups were developed as a result of this conference (Rhoades, Browning, & Thorin, 1986). Since 1973, the self-advocacy movement has grown considerably (Browning, Thorin, & Rhoades, 1984; Longhurst, 1994), providing an important ‘medium through which individuals with devel- opmental disabilities learn to speak out and sdvogate fr thei rights and need Since its emergence in the United States, the self-advocaey movement has experienced large growth in membership and greater recog nition as an important empowering force for persons wich developmental disabilities. The ‘movement is also in the process of becoming a ———— 312 — Mental Retardation, October 1996 ‘Coryight © 2015 ProQuest LIC Alldghis served Copynght © American Astocon of lace! 8 Developreetal Dabo,

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