LEADing the Way: Perceptions of Self-Advocate Educators (SAEs) for Law Enforcement

Abstract

Following the death of a young man with Down Syndrome by law enforcement in Maryland (USA), a statute was passed requiring that all law enforcement officers (LEOs) undergo IDD training approved by the Maryland Police Training Commission. The curriculum utilized by trainers was often lecture-based and provided content knowledge about the characteristics and presentations of people with IDD. While this curriculum was effective in providing information, the lived experiences of members of the community and application-based training were lacking. The authors developed a training model (LEAD) for LEOs using role-play and scenario-based training that includes individuals with IDD as Self-Advocate Educators (SAE). This model has been delivered to select law enforcement agencies in Maryland. This qualitative case study reports on the Self-Advocate Educators’ (SAEs) initial perceptions of their participation in training law enforcement utilizing the LEAD Program Model.