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Toronto Project Implementation
Project Description 
Reducing the Risk aimed to explore the safety needs of
adults who use AAC and who live in the community. The project undertook
the following tasks:
- Development of a team with expertise in AAC, disability and self defense.
- Development of a survey to explore the safety needs of AAC users.
- Research and compilation of tools and strategies to support AAC users
in reducing their risk of abuse.
- Development and implementation of a 12-week curriculum for AAC users.
- Evaluation of outcomes.
About the Participants
Reducing the Risk provided the following services for
8 adults who use AAC in the Toronto area. All participants had previously
attended educational sessions through the Speak Up Project and all had
requested more input on ways to reduce their risk of abuse.
Participant Profile:
- 4 females and 4 males who use AAC.
- The participants’ ages ranged from 30 to 64.
- Seven participants had voice output communication aids. However, the
majority of the participants chose to use their communication displays
over their devices.
- The majority of participants had reduced literacy skills.
- All participants used scanning methods to access their displays and/or
communication devices.
- Six participants were independently mobile in power wheel chairs,
although only one had quick and easy access to driving his wheelchair.
- Most of the participants lived in group homes, and single or shared
apartments with on-site attendant services.
- All of the participants relied on attendant services.
- The majority of the participants did not have telephone access.
Safety Needs of Participants
The survey revealed a need to address the personal safety of people who
use AAC primarily within three areas:
- Communicating about rights and safeguarding within the attendant/care
giving context.
- Communicating in emergency situations.
- Managing money and personal property.
The survey revealed that while most of the individuals have
a means of gaining attention, their ability to communicate the nature
of their need and the assistance that is required is severely limited.
Knowledge and competence in handling a variety of safety issues at home
and in the community varied among the participants. However, there was
a strong desire among the participants to be empowered and as independent
as possible when it comes to handling money, as well as knowing what to
do if made to feel afraid, uneasy, threatened, punished, and being safe
in the community and at night.
Training Course
Reducing the Risk provided a 12-week course (24 hours)
on safety for AAC users.
Content
The course focused on the following topics:
- Carrying valuables in the community
- Purchasing items in the community/via an attendant
- Personal boundaries and privacy
- Keeping things safe and private
- Communicating in emergencies
Although identified as key areas of need, it was outside
the scope of this project to comprehensively address issues relating
to interpersonal relationships, conflict resolution and negotiation
skills.
Note: All participants had attended extensive educational
sessions on sexual abuse and safeguarding through the Speak
Up Project, therefore sexual victimization was not targeted
during this project. Safeguarding against sexual abuse should be considered
for other educational projects aimed at reducing the risk of abuse for
AAC users.
Group Context
The following components were key factors in facilitating the group
learning context:
- Clear guidelines for participating in the group
For example: confidentiality about what is heard in the group; what
should and should not be shared in group-setting, procedures for ensuring
safety in the groups etc.
- Guidelines for communicating in the group
For example: respecting options; giving time for communication etc.
- At least 1 communication facilitator/interpreter for 2 AAC users.
In some cases, one on one support.
- Attendant services on-site.
Individual Support
- Participants were asked to invite a facilitator (e.g. family member,
friend or attendant of their choice).
- Participants who did not have a facilitator and who wanted one,
were supported in finding someone who could assist them in following
up with any action plans relating to the course.
- Time for individual consultation was ensured prior to or after the
sessions.
- Majority of participants were given support from their literacy
teacher in working on their goals from the course.
Peer Support
- Emphasis was placed on peer learning via facilitated small group
discussions.
- AAC user was hired as consultant to project provided feedback and
input on all aspects of the training program.
- Seven people with disabilities and who speak acted as advisors to
the project.
Format
- Each session focused on a goal and presented scenarios to elicit
and discuss tools and strategies. Tools and strategies were then compiled
and provided in a later session.
- All participants obtained a binder and were supported in customizing
each instructional unit for themselves.
Evaluation
- Individual interviews after the course.
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