The Self-Advocacy Strategy Authors: Anthony K. Van Reusen, Candace S. Bos, Jean B. Schumaker, Donald D. Deshler KU-CRL SIM© Learning Strategies Professional Developer: Teresa Cockerham, Ed.S., Forsyth County School System 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. 2 Transition Services Defined P.L. 101-476 “Transition Services” means a coordinated set of activities for a student, designed within an outcome- oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community 3 participation. Transition Services Defined (cont.) The coordinated set of activities shall be based upon the individual student’s needs, taking into account the student’s preferences and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational education. (PL 101-476, 602 [a][19]) IDEA Legislation 1997 Transition Services Coordinated set of activities for  a student Designed within an outcome-  oriented process Promotes movement from  school to post-school activities 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  Pertinent Setting Demands Student participation in education and/or  transition planning conferences Student participation in classes, clubs,  meeting, and school activities; job interviews, locating and using services and resources Student participation in meetings with  teachers, counselors, administrators, and employers Student participation in the community  Rationales The Self-Advocacy Strategy teaches  students how to be active participants in making choices and decisions about their education and transition into adulthood. The Self-Advocacy Strategy provides  students a sense of competence and control (self-determination) over the learning and development process and over the direction of their future. The Self-Advocacy Strategy provides  students a set of communication skills and behaviors that can be used in a variety of settings and circumstances. Results Percentage of Goals Appearing on IEP Specified by Student During IEP Conference Trained 86% Students Comparison 13% Group 9 University of Kansas Center for Research on Learning 2006 Strategic Instruction Model Curriculum Components Task-Specific Learning Strategies  Executive Strategies  Social Skills Strategies  Motivation Strategies  Transition Strategies 