Self-Advocacy: The Power of Determination

1. Self-Advocacy: What’s that got to do with me? 2008 WSTI Conference Presented by: Jenny Stonemeier, WI FACETS Julia Cartwright, WI FACETS www.wifacets.org

2. Consider a definition of self-advocacy and self- • determination. • Identify and address the challenges of self-advocacy • for students with disabilities and their families. • Review characteristics of a self-determined person. • Review the research on the effects of self-advocacy • in the transition to adulthood. • Assess how you and your child can put self-advocacy to use.

3. “What am I going to do after school? Probably go home and take a nap.”

4. What comes to mind when you • hear the word self-advocacy? • What makes self-advocacy a • successful experience? • How does it look and feel when • YOU communicate what you need?

5. “We hold these truths to be self evident: that all men are created equal and have the right to life, liberty, and the pursuit of happiness…” -Declaration of Independence, 1776

6. Self-determination refers to the natural desire of most people to be in personal control of their own thoughts, feelings, and behavior.

7. What does the law say? • The 1997 Individuals with Disabilities Education Act • (IDEA) Amendments, reauthorized in 2004 clearly • support students independence, self-management, • and self-determination.

8. Students are team members • Active participation by students • Student preferences and interests are considered

9. Students are team members • Active participation by students • Student preferences and interests are considered • How has your child, or a student you support, been involved with these 3 components of IDEA requirements both in their IEP meeting and outside school in your home and the community?

10. “It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear… It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.” -Marilyn Ferguson

11. Encourages a sense of personal control. • Fosters independence and interdependence. • Increases responsibility to make informed choices. • Encourages individuals to create a vision.

12. Increases motivation and self esteem. • Improves quality of life. • People with disabilities are demanding it. • Mandated by the law.

13. Academic success increased as students developed and used self determination skills. • Higher levels of self determination = higher • employment rates. • Higher levels of self determination = more • independence as adults. • Van Dycke and Cash (2003), Wehmeyer and Schwartz (1998)

14. What role have you, as a parent or teacher, played in helping prepare a student for adulthood? What are the barriers you have experienced in supporting a student’s preparation to adulthood?

15. Lack of self knowledge • Lack of understanding of the disability • Underdeveloped problem solving skills • Low self-esteem • Feelings of hopelessness • Inability to seek resources or ask for help • Don’t know what to ask for • Easier for parent to advocate because you always have.

16. If you ask individuals with disabilities “What or who most helps and supports you to be self-determined?” They answer: “My parents.” But if you then ask them: “What or who most prevents you from being self-determined?” They answer: “My parents.”

17. Children have never been very good at listening to their elders, but they have never failed to imitate them. -James Baldwin, Nobody Knows My Name, 1966

18. Helping a student be more self-determined. • START EARLY! • START SAFE! • START NOW! (it’s never too late)

19. Helping a Child be more self-determined. • Give your child opportunities to practice decision making skills at home and at school. • Help your child learn about their disability. • Help your child gain an understanding of their strengths and challenges.

20. Give your child opportunities AND STRATEGIES to do things independently. • Cultivate community participation and circle of • support networks. • Encourage your child and school to participate in • developing self advocacy skills in their IEP and • transition to adulthood knowing about laws that • protect adults with disabilities and agencies that • provide services. The game changes significantly • after high school! • PRACTICE! PRACTICE! PRACTICE!

21. When I hear somebody sigh “Life is hard,” I am always tempted to ask, “Compared to what?” -Sydney Harris

22. “It’s a dangerous business, Frodo, going out of your door,” he used to say. “You step into the Road and if you don’t keep your feet, there is no knowing where you might be swept off to.” -J.R.R. Tolkien, The Lord of the Rings: The Fellowship of the Ring Thank You and please contact us With questions jstonemeier@wifacets.org cartwrightj@charter.net