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The Self-Advocacy Strategy

The Self-Advocacy Strategy. A Motivation Strategy. Self-Advocacy.

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The Self-Advocacy Strategy

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  1. The Self-Advocacy Strategy A Motivation Strategy

  2. 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. University of Kansas Center for Research on Learning 2000

  3. Transition Services Defined • Coordinated set of activities • Outcome-oriented process • Promotes movement from school to post-school activities • (PL 101-476, 602 [a] [19]) University of Kansas Center for Research on Learning 2000

  4. 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 University of Kansas Center for Research on Learning 2000

  5. Outcome-Oriented Process Designed within an outcome-oriented process that focuses on: • The transition from school to adult life • Integrated employment • Vocational training • Community and adult education • Adult services • Independent living or community participation University of Kansas Center for Research on Learning 2000

  6. Further Education or Training Employment/Vocational Training Financial Independent Living/Living Options Leisure/Recreation Legal Medical/Dental Personal/Family Relationship Transportation Utilize State and Community Resources Transition Service Planning Areas University of Kansas Center for Research on Learning 2000

  7. 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 University of Kansas Center for Research on Learning 2000

  8. Purposes • To focus students' attention on their strengths as well as their areas to improve or learn • To give students the skills that will allow them to take an active role in decision making • To teach students a way of getting organized before a conference or meeting • To teach students techniques for effectively communicating their education and transition strengths, areas to improve or learn, and goals University of Kansas Center for Research on Learning 2000

  9. Steps • Identify their strengths, areas to improve or learn, goals, and choices for learning or needed accommodations • Participate 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 University of Kansas Center for Research on Learning 2000

  10. Rationales • The 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. University of Kansas Center for Research on Learning 2000

  11. 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. University of Kansas Center for Research on Learning 2000

  12. Important Terms and Concepts • Motivation • Motives • Attributions • Goal Structures • Decision-Making • Choice and Control • Generalization University of Kansas Center for Research on Learning 2000

  13. Concepts Included in theSelf-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 Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas University of Kansas Center for Research on Learning 2000

  14. Concepts Included in theSelf-Advocacy Strategy • Self-awareness skills • Social skills • Planning • Accepting criticism and feedback • Conversation skills • Questioning • Getting information • Negotiation • Accepting responsibility Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas University of Kansas Center for Research on Learning 2000

  15. 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 University of Kansas Center for Research on Learning 2000

  16. Results Trained Students Comparison Group Percentage of Goals Appearing on IEP Specified by Student During IEP Conference 86 % 13 % University of Kansas Center for Research on Learning 2000

  17. 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 University of Kansas Center for Research on Learning 2000

  18. Instructor's Manual Contents • Introduction • Instructional 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 University of Kansas Center for Research on Learning 2000

  19. Instructor's Manual Contents • Introduction • Instructional 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 University of Kansas Center for Research on Learning 2000

  20. Instructor's Manual Contents • Appendix A: Evaluation Guidelines • Appendix B: Instructional Materials • Appendix C: Education and Transition Conference Probe Question Guides University of Kansas Center for Research on Learning 2000

  21. Student Folder Contents Front Cover: Progress Chart Eventual Contents: Cue Cards Inventory Sheet Worksheets Skill Lists Verbal Practice Checklist Individual Mastery Checklist University of Kansas Center for Research on Learning 2000

  22. Student's Name: Self-Advocacy Strategy Progress Chart Goal Date Completion Date Mastery Met (Teacher’s Initials) STAGE 3A: MODEL, LESSON 1 STAGE 3A: MODEL, LESSON 2 STAGE 3A: MODEL, LESSON 3 STAGE 3B: MODEL, LESSON 1 STAGE 3B: MODEL, LESSON 2 STAGE 3B: MODEL, LESSON 3 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

  23. Management Chart Orient and Make Commitments Education Conferences Transition Conferences Stage 1: Stage 3B: Stage 5: Stage 7: Stage 7: Stage 3A: Stage 6: Stage 2: Stage 4: Stage 7: STUDENT NAMES Group Model & Model & Generalization Generalization Individual Generalization Verbal Practice Prepare Describe Practice & Practice & Practice Part III (Education) (Transition) Part II Feedback Feedback Part I

  24. The "SHARE" Behaviors Sit up straight Have a pleasant tone of voice Activate your thinking Tell yourself to pay attention Tell yourself to participate Tell yourself to compare ideas Relax Don't look uptight Tell yourself to stay calm Engage in eye communication University of Kansas Center for Research on Learning 2000

  25. 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 information Step 3: Listen and respond Step 4: Ask questions Step 5: Name your goals University of Kansas Center for Research on Learning 2000

  26. I PLAN Step1: 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. University of Kansas Center for Research on Learning 2000

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  32. I PLAN Step2: 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. University of Kansas Center for Research on Learning 2000

  33. I PLAN Step3: 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 University of Kansas Center for Research on Learning 2000

  34. I PLAN Step3: 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. University of Kansas Center for Research on Learning 2000

  35. I PLAN Step 4: Ask questions • When: You need information. You don't understand what people are saying. University of Kansas Center for Research on Learning 2000

  36. 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. University of Kansas Center for Research on Learning 2000

  37. 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. University of Kansas Center for Research on Learning 2000

  38. Stage 3: Model And Prepare for Education and/or Transition Planning Conference • Lesson 1 Do: Complete Inventory • Strengths and Areas to Improve or Learn • Complete Worksheet • Need: Inventory • Skill Lists • Worksheet • Lesson 2 Do: Teacher models "PLAN" and "SHARE” • Need: Model Cards • Lesson 3 Do: Complete the Inventory • Need: Inventory • Skill Lists • Worksheet Developed by Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas University of Kansas Center for Research on Learning 2000

  39. 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? University of Kansas Center for Research on Learning 2000

  40. 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? University of Kansas Center for Research on Learning 2000

  41. Reading Skills List • Can 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? University of Kansas Center for Research on Learning 2000

  42. Independent Living Skills Lists • Can 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? University of Kansas Center for Research on Learning 2000

  43. 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? University of Kansas Center for Research on Learning 2000

  44. 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? University of Kansas Center for Research on Learning 2000

  45. The Self-Advocacy Strategy Name: Date: EDUCATION WORKSHEET Skills Needed for Success Skills to Improve or Learn Classes

  46. Education Conference Model Cards 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?" University of Kansas Center for Research on Learning 2000

  47. Education Conference Model Cards Situation #2 Student's Name: You are the school counselor. Say: "What skills do you use when you're reading?" University of Kansas Center for Research on Learning 2000

  48. Education Conference Model Cards Situation #3 Student's Name: You are a parent. Say: "I'm concerned about how is doing in school. I don't think knows 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.” University of Kansas Center for Research on Learning 2000

  49. Education Conference Model Cards Situation #4 Student's Name: 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?" University of Kansas Center for Research on Learning 2000

  50. Education Conference Model Cards 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." University of Kansas Center for Research on Learning 2000

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