The Self-Advocacy

Strategy
For Enhancing Student
Motivation and
Self-Determination

Norm Terry
ESY/Transition Specialist
Jefferson County Public Schools
IDEA 04
Self-determination is a
primary goal of
education
Supports student
involvement in
planning their
education & post-
school living goals

IDEA 04.
Statement of transition service needs IEP at
14, eighth grade; ILP for all students
Age 16 the IEP must include a statement of
needed transition services including
interagency linkages

Characteristics of a
Self-determined Person
Characteristics
Aware of personal
preferences, strengths,
and limitations.
Differentiates between
wants and needs
Considers multiple
options
Initiates and takes
action

Sets and works toward
goals
Self-regulates behavior
Uses effective
communication skills
Assumes responsibility
Self-confident
Proud and Creative
Self-Determination means
Knowing yourself
Knowing your rights
Making choices and
decisions
Advocating for ones
self
Having control over
ones life
Self-Determination means
Knowing what you
want and how to get it
Taking responsibility
Setting Personal Goals
and Working Toward
Them
Another word for
having the chance for
the American Dream




Self-Advocacy means.
Speaking for ones self
Standing up for ones rights
Taking an active role in
charting the course of ones
life
Knowing your options and
making informed decisions
& choices
Whats the Problem?
From cradle to grave, people with
disabilities are reliant upon dependency-
creating systems educational systems,
rehabilitation systems, family systems to
meet their needs. As a result, many people
with disabilities fail to reach maximum
levels of independence, productivity,
inclusion, and self-sufficiency outcomes
that, ironically, are the main objective of
most systems.
Wehmeyer, M. (1996). Self-determination as an educational outcome. In D.
Sands & M. Wehmeyer (eds). Self-determination across the life-span:
Independence and choice for people with disabilities (pp. 17-36). Baltimore:
Brooks.
WHY?
The Self-Advocacy Strategy
makes students active
participants in decision making
about their education and
transition into adult life.

What is a strategy?

A strategy is an approach
to a task.
THE SELF-ADVOCACY
STRATEGY
Self-Advocacy Strategy
+
Effort
_____________
Success
THE SELF-ADVOCACY
STRATEGY

A motivation and self-determination
strategy that students can use when
preparing for and participating in
any type of Education or Transition
Planning Conference.

CONCEPTS INCLUDED IN THE
SELF-ADVOCACY STRATEGY

*Nonverbal and verbal behaviors
necessary for good communication
*Benefits of self-talk
*Active versus passive listening
*Making informed decisions
*Becoming a self-advocate
*Self-awareness skills
*Social Skills






Results
Quality and quantity of students
contributions improved
Students contributions were at higher levels
IEP goals were student specified
Generalization use was noted by parents and
instructors
Noted use in job interview and post
secondary school

THE SELF-ADVOCACY STRATEGY
INSTRUCTORS MANUAL CONTENTS
Introduction
Instructional Methods
Stage 1: Orient and Make Commitments
Stage 2: Describe
Stage 3: Model and Prepare
Stage 4: Verbal Practice
Stage 5: Group Practice and Feedback
Stage 6: Individual Practice and
Feedback

THE SELF-ADVOCACY STRATEGY
INSTRUCTORS MANUAL CONTENTS
Stage 7: Generalization
Part I: Preparing for and Conducting the
Planning Conference
Part II: Preparing for Other Uses of the
Strategy
Part III: Preparing for Subsequent
Conferences
Appendix A: Evaluation Guidelines
Appendix B: Instructional Materials
Appendix C: Career and Transition Planning
Resources
Appendix D: Education and Transition
Conference Question Guides
Stage One


Orient
And
Make Commitments
Stage 2

Describe
The SHARE Behaviors
S Sit up straight
H Have a pleasant tone of voice
A Activate your thinking
Tell yourself to pay attention
Tell yourself to participate
Tell yourself to compare ideas
R Relax
Dont look uptight
Tell yourself to stay calm
E Engage in eye communication
I-PLAN
Step 1:Inventory your
Strengths
Areas to improve or learn
Goals
Choices for learning or accommodations
Step 2:Provide your inventory
information
Step 3:Listen and respond
Step 4:Ask questions
Step 5:Name your goals



I-PLAN
Step 1:Inventory your
Strengths
Areas to improve or learn
Goals
Choices for learning or accommodations



WHEN: Before the conference
HOW:

1. Think about the inventory areas.
2. Complete a Worksheet.
3. Make your Inventory.

I-PLAN
Step 2: Provide your inventory
information

WHEN: The discussion centers on your
Strengths
Areas to improve or learn
Goals
Choices for learning or accommodations

HOW:

1.Use the SHARE Behaviors.
2.Use your Inventory.
3.Make complete statements.

I-PLAN
Step 3:Listen and respond
WHEN:
Listen when:
Someone is making a statement or
asking a question

Respond when:
Someone asks you a question or
you have information to add.



HOW: 1. Be an active listener
Use head nods
Paraphrase to yourself
Ask yourself questions
2. Use the SHARE Behaviors.
3. Use your Inventory.
4. Use positive statements.
5. Negotiate agreement

REVIEW
What are the first three steps
in the I-PLAN?
I Inventory
P Provide
L Listen and Respond

I-PLAN
Step 4:Ask questions

WHEN:
You need information.
You dont understand what people are
saying.

HOW:

1. Use the SHARE Behaviors.
2. Begin questions with: Who, What,
Where, When, Why and How
3. Ask complete questions.
4. Ask one question at a time.

I-PLAN
Step 5:Name your goals


WHEN:
Near the end of the conference

HOW:

1. Use the SHARE Behaviors.
2. For each goal tell:
What you want to do.
When you want to complete it.



I-PLAN


TAKING CONTROL
OF
ONES FUTURE