The Arc Maryland Personal Space Program Curriculum Guide | Page 17

Use Experienced and Dynamic Trainers
Personal SPACE empowers women with disabilities to take greater control of their lives by
increasing their ability to protect themselves. At least one self-advocate trainer and one
trainer without a disability should teach the classes. The number of trainers depends on the
size of the group. It is recommended that no more than 8-10 women participate in the
classes and that a total of 4 trainers (2 self-advocate trainers and 2 trainers) teach and
evaluate each class with other staff support as needed. The program can be implemented in
various environments—in a home, at an agency, or through a local community college.
A fundamental objective of the program is to develop trust and rapport between the class
participants and the trainers, and this is greatly facilitated by the presence of self-advocate
trainers. Regardless of training experience, all trainers should:
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Enjoy interacting with adults with developmental disabilities.
Have the ability to take complex concepts and explain them in direct language.
Have a high energy level and the ability to engage participants.
Have the ability to improvise.
Be patient and respectful of individuals with varying backgrounds, experiences,
and abilities.
Work well with others.

Many self-advocates are experienced and adept trainers on such issues as self-advocacy and
self-determination. Since Personal SPACE draws upon these concepts, try to draw your
trainers from this pool of experienced trainers, or find ways to develop and support trainers.
Provide Training for Your Trainers
Because Personal SPACE is taught using a minimum of 2 trainers (one of whom is a selfadvocate), there is a need for some basic training of trainers and practice opportunities. In
preparing our self-advocate trainers, we provided general information on training techniques
and effective role playing. The program’s evaluator spent time with the entire group
showing them how to fill in the class and program evaluations. One full day was spent
going through the curriculum, coordinating roles and duties, and practicing role plays.
Finally, the group met at least an hour before each class to walk through the class activities.
By offering training and practice opportunities, the coordinator can determine what supports
trainers need. For example, a trainer may need cue cards for role play activities. Short
written or picture prompts can be placed on index cards and held close to the body so as not
to interfere with the flow of the role play. Training for trainers should cover:
• How to build a rapport with participants
• Effective communication
• Body language and eye contact
• Teaching to Different Learning Styles:
? Visual — you need to see what you are learning.
? Auditory — you need to hear what you are learning.
? Kinesthetic— you need to experience what you are learning.

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