Self-Advocacy: Planning For Success
Utilizing A Self-Assessment
Inventory
Diane Berzins, M.Ed., FacultyPam Morel, M.A., C.Psych.Assoc.
Cambrian CollegeMay, 2009
Let’s see if these Clickers work?
Which is your favourite movie?
Favorite Movie?
1. Casino Royale
2. Titanic
3. Star Wars
4. Sixth Sense
Casino Roya
le
Titanic
Star W
ars
Sixth
Sense
0% 0%0%0%
Outline
1. Developing Self-Advocacy
2. The importance of Self-Determination
3. Self-Assessment Inventory
Self Advocacy is…
Taking c
ontrol o
f your li
fe
Speakin
g up fo
r your n
eeds
Makin
g your o
wn choice
s
Part of s
elf-dete
rmination
0% 0%0%0%
1. Taking control of your life
2. Speaking up for your needs
3. Making your own choices
4. Part of self-determination
Effective Self-Advocates
Know themselves Know their rights Value themselves Know what they need Know how to get it Experience outcomes and learn Adjust and try again
Self Advocacy is essential for students with LD
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
Stro
ngly Agree
Agree
Neutra
l
Disa
gree
Stro
ngly Disa
gree
0% 0% 0%0%0%
Successful Adults With Learning Disabilities
The key element to their success was the degree to which they had gained control of their own lives(Reiff, Gerber, and Ginsberg,1997)
Had control over Internal decisions (self-determined) Response to external reality (self-advocates)
Students with LD have more difficulty with Self-Determination
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
Stro
ngly Agree
Agree
Neutra
l
Disa
gree
Stro
ngly Disa
gree
0% 0% 0%0%0%
Learned Helplessness
Belief that past failure predicts future failure
Stop trying or give very little effort without “handholding”
Students with LD are high risk due to: History of repeated failure Being provided with too much “help”
sends the message they are not capable
What % of students do you see with Learned Helplessness?
1. 0-20%
2. 20-40%
3. 40-60%
4. 60-80%
5. 80-100%
0-20%
20-40%
40-60%
60-80%
80-100%
0% 0% 0%0%0%
What is Self-Determination?
Self knowledge Ability to make decisions Ability to solve problems Ability to set goals and attain them Self-evaluation skills Internal locus of control
Brinckerhoff, L.C. et.al (2002) Postsecondary Education and Transition for Students with Learning Disabilities
How do you enhance self-determination in your students?
1. Role model self-determination
2. Provide opportunity for choices
3. Provide necessary tools and services
4. Develop self-awareness
5. Develop problem solving skills Role m
odel self-
determi...
Provide opportu
nity fo
r...
Provide nece
ssary
tools.
..
Deve
lop self-a
wareness
Deve
lop problem so
lving...
0% 0% 0%0%0%
Components of Self-Determination
1. Know yourself
2. Value yourself
3. Plan
4. Act
5. Experience outcomes and learn
Hoffman,A. (2003) http://www.ericdigests.org/2004-2/self.html
A Self Assessment Inventory
Planning for Success:
Accommodations, Learning Strategies & Assistive Technology that work for me
A Self-Assessment Inventory 2003 edition - legacy of the LOTF Current 2009 revision linked to CCDI - LD
Resource Guide
Guides a 3 Step Process of Self-Discovery
1. Identifying Academic Challenges and Processing Strengths & Difficulties
2. Creating a Plan For Success Accommodations Learning strategies Assistive technology
3. Creating a Plan for Success Using your Strengths
Step 1 - Executive Functioning:Do you have Difficulty…
1. Breaking down tasks
2. Keeping track of appointments
3. Monitoring your own progress
4. Organizing your activities
5. Understanding how you learn
Breaking down task
s
Keeping tra
ck of a
ppoi...
Monito
ring your o
wn pr...
Org
anizing your a
ctivities
Underst
anding how you ...
0% 0% 0%0%0%
Step 2 - Executive Functioning Plan For Success
Accommodations Tutoring (beyond what is normally available) Learning Strategies Training Assistive Technology Training Orientation Programs Copies of notes from peer note-taker or faculty Clarification of Assignments from faculty Access to computers with organizational software
Etc.
Plan for Success (continued)
Learning StrategiesStrategies for breaking complex tasks into smaller steps Short term goal setting Step-by-step guidelines and procedures
Etc.
Strategies for planning and organization Master calendar of important assignments, tests, events Structures and routines (detailed time tables, schedules)
Etc.
Strategies for self-monitoring and tracking details Checklists of tasks to be completed in specific timeframes Maintain an agenda
Etc.
Plan for Success (continued)
Assistive TechnologyTechnology for general planning and organization Electronic organizers Computer organizational systems
Etc.
Technology for structuring written assignments Organizational software Assignment calculator
Technology for self-monitoring written accuracy Editing software with auditory feedback
Step 3 - Plan for Success:Using Your Strengths
Using organizational software Being the organizer of presentation or study
groups Creating detailed timelines for your
assignments and study times Taking time to evaluate your own progress to
determine if changes are necessary to reach your goals
Selecting programs which capitalize on Executive Functioning strengths
Using Plan for Success:Self Advocacy in Action
IPLAN I – Inventory (Complete self-assessment)
P – Provide Inventory Information (Create Plan for Success)
L – Listen and Respond (Discuss with Disability Service Provider)
A – Ask questions (Request services & training)
N – Name your goals (Use choices, evaluate and adjust)
VanDeusen, Bos, Schumaker, Deshler (1994)
Case Studies
Guiding the process of self discovery for:
1. Reading Comprehension
2. Visual – Motor Coordination
3. Verbal Expression
References
LD Resource guide (2008) http://www.disabilityissues.ca/documents/LDResour.pdf
Hoffman,A. (2003) http://www.ericdigests.org/2004-2/self.html
Brinckerhoff, L.C. et.al (2002). Postsecondary Education and Transition for Students with Learning Disabilities.
Reiff, Gerber, and Ginsberg (1997). Exceeding Expectations.