the self-advocacy strategy a motivation strategy

The Self-Advocacy Strategy

A Motivation Strategy

University of Kansas Center for Research on Learning 2000

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Self-Advocacy

Self-advocacy refers to the ability of an individual to effectively communicate, convey, negotiate, or assert one's own interests, desires, needs, and rights. It assumes the ability to make informed decisions. It also means taking responsibility for those decisions. Providing students with opportunities to learn and use decision making and self-advocacy skills can help prepare them to become full participants in a democratic society.


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Transition Services Defined

Coordinated set of activities

Outcome-oriented process

Promotes movement from school to post-school activities

• (PL 101-476, 602 [a] [19])


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Coordinated Set of Activities

Based upon:– The individual student's needs– The student's preferences and interests– Instruction, community experiences for employment– Adult living goals– Acquisition of daily living skills– Vocational evaluation


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Outcome-Oriented Process

Designed within an outcome-oriented processthat focuses on:

The transition from school to adult lifeIntegrated employmentVocational trainingCommunity and adult educationAdult servicesIndependent living or community participation


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Transition Service Planning Areas

Further Education or TrainingEmployment/Vocational TrainingFinancialIndependent Living/Living OptionsLeisure/Recreation

LegalMedical/DentalPersonal/Family RelationshipTransportationUtilize State and Community Resources


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Pertinent Setting Demands

Student participation in education and/or transition planning conferencesStudent participation in classes, clubs, meeting, and school activities; job interviews, locating and using services and resourcesStudent participation in meetings with teachers, counselors, administrators, and employersStudent participation in the community


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Purposes

To focus students' attention on their strengths as well as their areas to improve or learnTo give students the skills that will allow them to take an active role in decision makingTo teach students a way of getting organized before a conference or meetingTo teach students techniques for effectively communicating their education and transition strengths, areas to improve or learn, and goals


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StepsIdentify their strengths, areas to improve or learn, goals, and choices for learning or needed accommodationsParticipate in education and/or transition planning conferences– state their strengths, areas to improve or learn, and choices

for learning or accommodations– exhibit appropriate social and communication skills– respond to and ask questions of others– state their goals


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RationalesThe Self-Advocacy Strategy makes students active participants in decision making about their education and transition into adulthood.The Self-Advocacy Strategy provides students with a sense of control over the learning and development process and over the direction of their future.The Self-Advocacy Strategy provides students with a set of communication skills that can be used in a variety of settings and circumstances.


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Philosophical Underpinnings

Most students can learn to be successful in mainstream settings.

The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers.

The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students.

Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies.


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Important Terms and Concepts

MotivationMotivesAttributions Goal StructuresDecision-MakingChoice and ControlGeneralization


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Concepts Included in theSelf-Advocacy Strategy

Nonverbal and verbal behaviors necessary for good communicationBenefits of self-talkActive versus passive listeningMaking informed decisionsBecoming a self-advocate

Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas


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Concepts Included in theSelf-Advocacy Strategy

Self-awareness skillsSocial skills– Planning– Accepting criticism and feedback– Conversation skills– Questioning– Getting information– Negotiation– Accepting responsibilityAdapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas


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Being in Control

What is it?

How does it apply to students?

What can I do to encourage it?

Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas


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Percentage of Goals Appearing on IEP

Specified by Student During IEP Conference

86 %

13 %

Results

Trained Students

Comparison Group


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Selecting the Students

Students who are expected to participate in decision-making about their educational, vocational, and transition goals

Students who are willing to set goals and take steps to improve themselves


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Instructor's Manual Contents

IntroductionInstructional Methods– Stage 1: Orient and Obtain Commitment– Stage 2: Describe– Stage 3: Model and Prepare*– Stage 4: Verbal Practice– Stage 5: Group Practice and Feedback*

* Separate stages for Education or Transition Planning Conferences


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IntroductionInstructional Methods (cont.)– Stage 6: Individual Practice and Feedback– 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


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– Appendix A: Evaluation Guidelines

– Appendix B: Instructional Materials

– Appendix C: Education and Transition Conference Probe Question Guides


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Student Folder Contents

Front Cover: Progress Chart

Eventual Contents: Cue Cards

Inventory Sheet

Worksheets

Skill Lists

Verbal Practice Checklist

Individual Mastery Checklist

Self-Advocacy StrategyProgress Chart

Student's Name:

STAGE 3A: MODEL, LESSON 1



STAGE 3B: MODEL, LESSON 1



STAGE 4: VERBAL PRACTICE

STAGE 5: GROUP PRACTICE

STAGE 6: INDIVIDUAL PRACTICE

STAGE 7: GEN., PART I

STAGE 8: GEN., PART II

STAGE 9: GEN., PART III

Goal Date Completion Date Mastery Met (Teacher’s Initials)

STUDENT NAMESStage 1: Stage 2: Stage 3A: Stage 3B: Stage 4: Stage 5: Stage 6: Stage 7: Stage 7: Stage 7:

Commitmentsand Make

OrientDescribe

Model & Practice

(Education)

Model &Prepare

(Transition)

Verbal Practice

Group Practice &Feedback

IndividualPractice & Feedback

Generalization

Part I

Generalization

Part II

Generalization

Part III

Management ChartEducation Conferences Transition Conferences


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The "SHARE" BehaviorsSit up straight

Have a pleasant tone of voice

Activate your thinkingTell yourself to pay attentionTell yourself to participateTell yourself to compare ideas

Relax Don't look uptight

Tell yourself to stay calm

Engage in eye communication


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Steps of the Self-Advocacy Strategy

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

Step 2: Provide your inventory informationStep 3: Listen and respondStep 4: Ask questionsStep 5: Name your goals


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I PLANStep 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.


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I PLANStep 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.


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I PLANStep 3: Listen and respond

When:

Listen when:– someone is making a statement– someone is asking a question

Respond when:– someone asks you a question– you have information to add


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I PLANStep 3: Listen and respond

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.


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I PLANStep 4: Ask questions

When: You need information.You don't understand what people

are saying.


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I PLAN

Step 4: Ask questions

How: 1. Use the "SHARE" Behaviors.

2. Use "Who," What," "When," "Where," "Why," "Which," or "How" to

begin questions.

3. Ask complete questions.

4. Ask one question at a time.


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I PLAN

Step 5: Name your goalsWhen: 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.


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Lesson 1 Do: Complete InventoryStrengths and Areas to Improve or LearnComplete Worksheet

Need: InventorySkill Lists

Worksheet

Lesson 2 Do: Teacher models "PLAN" and "SHARE”

Need: Model Cards

Lesson 3 Do: Complete the Inventory

Need: InventorySkill ListsWorksheet

Stage 3: Model And Prepare

for Education and/or Transition Planning Conference

Developed by Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas


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Reading Skills List

Can You:– 1. Name letters?– 2. Say the consonant sounds?– 3. Say the vowel sounds (short and long)?– 4. Use the meaning of the rest of the sentence to

figure out an unknown word?– 5. Use a dictionary to find the meaning of words?– 6. Break words into syllables?– 7. Find prefixes and suffixes in words?– 8. Use prefixes and suffixes to figure out the meaning

of a word?


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Reading Skills List

Can You:– 9. Survey a chapter to determine main topics to be covered in

the chapter?– 10. Find and remember the main ideas in a paragraph?– 11. Find and remember the details in a paragraph?– 12. Form a "picture" of a story in your mind as you read?– 13. Remember the sequence of a story or an event?– 14. Organize concepts, ideas and facts as you read?– 15. Ask yourself questions about what you've read?– 16. Scan a reading passage to find the answers to questions?


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Reading Skills ListCan You:– 17. Use what you already know about a topic to understand

what you have read?– 18. Learn the meaning of new vocabulary words?– 19. Review the main points and important details of a

chapter after you read it?– 20. Use the table of contents and index of a book?– 21. Use the glossary and appendices of a book?– 22. Use charts and graphs to get key points from a chapter?– 23. Locate specific books, journals, and articles in a library?– 24. Name different types of literature?– 25. Read for different purposes?


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Independent Living Skills ListsCan You:– 1. Organize and maintain possessions?– 2. Bath and groom self regularly?– 3. Select clothes (choosing colors, styles, bargains)?– 4. Interpret weather information and dress accordingly?– 5. Wash, dry, and iron clothes?– 6. Plan and cook balanced meals?– 7. Store food, package and use left-overs?– 8. Read and follow label directions?– 9. Store hazardous materials and medicines?– 10. Shop for necessary living items, including groceries?


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Independent Living Skills Lists

Can You:– 11. Operate other household appliances (oven, microwave,

dishwasher, vacuum, TV, stereo, VCR, etc.)?– 12. Clean apartment/house?– 13. Decorate and maintain an apartment/house?– 14. Make basic home repairs?– 15. Arrange for garbage/trash collection and utility services

(i.e., water, gas, electricity, telephone)?– 16. Keep and use a calendar and address book?


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Independent Living Skills Lists

Can You:– 17. Use a telephone and telephone book?– 18. Ask for and give directions?– 19. Use public transportation and read schedules?– 20. Ride a bicycle?– 21. Drive a car?– 22. Maintain a car and fix a flat tire?– 23. Read a map and interpret road signs?– 24. Plan and take a trip?– 25. Develop and maintain an exercise schedule?

The Self-Advocacy Strategy Name:

Date:

EDUCATION WORKSHEET

Classes Skills Needed for Success Skills to Improve or Learn


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Situation #1 Student's Name:

You are the school psychologist.

Say: "Okay. We are meeting today to discuss your goals for next year, but before we do that, let's talk about your strengths. What is your biggest strength in school?"

Education Conference Model Cards


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You are the school counselor.

Say: "What skills do you use when you're reading?"



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You are a parent.

Say: "I'm concerned about howis doing in school. I don't thinkknows how to study for tests.”

Listen to the response and then say: "You don't know how to study for history tests where there are a lot of little facts to remember.”



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You are the school principal.

Say: "What is your study routine?”

Listen to the response and then say: "What I mean is, how do you study for a test? What's the first thing you do, the second thing you do, and so forth?"



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Situation #5 Student's Name:________

You are a parent.

Say: "I want ___________ to go to college, but _____________doesn't seem to have any interest in it."



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Situation #6 Student's Name:______

You are a teacher.

Say: "Well, that just about wraps it up."



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Situation #1 Student's Name:______

You are the school psychologist.

Say: "Thank you for being here. We are meeting today to discuss your goals, plans, and needs in moving from school to adult life. But before we do that, let's talk about your strengths. What skills have you developed to prepare you for life as an adult?"

Transition Conference Model Cards


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Situation #2 Student's Name:____________

You are the school counselor.

Say: "If you have personal, family, alcohol, or drug problems, what you do or where would you go for help?"



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Situation #3 Student's Name: ___________

You are a parent.

Say: "I'm concerned that ____________doesn't seem to know how to deal with money. I just don't know how he/she is going to make it on his/her own.”

Listen to the response and then say: "You don't save or budget your money. How do you expect to live like that?"



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Situation #4 Student's Name:_______

You are the vocational evaluator.

Say: "What employment or vocational skills do you have?"

Listen to the response and then say: "What I mean is, what skills do you have for getting and keeping a job?"



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Helpful Activities:

1. The activities I learn best from are:

a. reading i. working on lab projectsb. listening j. working on shop projects c. taking notes k. completing study guidesd. watching l. (other) _________e. discussing f. writing reports g. making oral reportsh. working math problems

Choices for Learning


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Helpful Activities:

2. Materials for equipment that help me learn are:

a. flash cards g. films/videosb. dictionary h. typewriterc. calculator i. chartsd. computer j. shop toolse. games k. (other)f. tape recorder



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Learning Preferences:

1. I learn best when I work:

a. by myselfb. by myself with a teacherc. with a tutord. with another studente. (other)



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2. I learn best in the following groups:

a. large groups for lecturesb. medium groups (3-6 people)c. small groups (2-3 people)d. on my owne. with one other personf. (other)



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3. When taking tests, I do best on:

a. multiple-choice, true-false, or matching testsb. short-answer or essay testsc. open-note or open-book testsd. take-home teste. when I answer out loudf. (other)


Attempts

Naming Strategy Steps 1 2 3 4 5 6InventoryProvide inventory informationListen and respondAsk questionsName your goals

Naming "SHARE" Behaviors 1 2 3 4 5 6Sit up straightHave a pleasant tone of voiceActivate your thinkingRelaxEngage in eye communication

TotalPercentage Correct

Date

Answering Questions 1 2 3 4 5 6Question 1Question 2Question 3

TotalPercentage Correct

Date

The Self-Advocacy Strategy Verbal Practice Checklist

Student's Name:


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What Happens at an IEP Conference?

Conference Beginning– Introductions are made.– The conference purpose is explained.– Legal rights are explained.


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Discussion of Learning Progress

– Your school progress, including progress toward graduation, is reviewed.

– Your test performance is described.

– The meaning of test results is explained.

– Your strengths and areas to improve or learn are discussed.

– Your questions are answered.

– Your ideas are considered.


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Discussion of Goals– Education goals are suggested.– Agreement is reached.– Goal statements are written.


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Discussion of Services– Available options are described.– Opinions are considered.– Service statements are written.


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Conference Conclusion– Your education plan is summarized.– Responsibilities are specified.– A review date is set.


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What Happens at a Transition Planning Conference?

Conference Beginning– Introductions are made.– The conference purpose is explained.– Legal rights are explained.


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Discussion of Learning Progress– Your progress toward graduation is reviewed.– Your performance is described.– Your transition needs are discussed.– Your transition strengths and areas to improve or

learn are discussed.– Your questions are answered.– Your ideas are considered.


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Discussion of Goals– Transition goals are suggested.– Agreement is reached.– Goal statements are written.


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Discussion of Services– Available resources and services are identified.– Needed accommodations are specified.– Transition service statements are written.


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Conference Conclusion– Your transition plan is summarized.– Responsibilities are specified.– A review date is set.


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Basic Civil Rights forIndividuals with Disabilities

Basic Rights:1. The right to service2. The right not to be subjected to discrimination3. The right to an individual education and transition program4. The right to be served in the least restrictive environment5. The right to procedural due process6. The right to parent participation


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Basic Civil Rights forIndividuals with Disabilities

Sources of Legal Rights:– U.S. Constitution– Civil Rights Act of 1964– Individuals with Disabilities Education Act (IDEA)– Section 504 of the Vocational Rehabilitation Act– Americans with Disabilities Act (ADA)


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the self-advocacy strategy a motivation strategy

Documents

university of kansas

community slide

community participation

transition strengths

transition services

selfadvocacy selfadvocacy

individual students

selfadvocacy skills