11.1.0 Self-Advocacy and Self-Determination
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	5/28/99

I. WHY IS THIS IMPORTANT?

As people with disabilities, their families, educators, and service providers question the passive roles and stereotypes often associated with persons with disabilities, interest in self-advocacy and self-determination is increasing. Unfortunately, many people who have a disability are viewed as needing protection, which often results in others making decisions for them. When young adults are not allowed to make decisions, they often cannot pursue dreams, anticipate the consequences of decisions, or learn from mistakes. Both self-advocacy and self-determination promote the empowerment of young adults with disabilities to make choices and take proactive roles in making decisions.

II. KEY POINTS

Self-advocacy may be defined as individuals relying on themselves to make their own choices, expressing their needs, and being recognized as part of society's decision-making process concerning provisions for people with disabilities (Gould, 1985). Self-advocacy involves knowing responsibilities, knowing rights, making choices, being able to speak for oneself, asking for help when it is wanted or needed, and taking responsibility for one's life.

Self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior (Field, et.al., 1998). Self-advocacy is a key feature of self-determination.

Young adults who are self-determined:

· can make choices;

· can make decisions;

· can solve problems;

· can set and attain goals;

· can evaluate and reinforce themselves;

· can motivate themselves;

· have positive attitudes about their ability to pursue and achieve their goals; and

· are aware of their strengths and needs.

III. ROLES/NEXT STEPS

Students/Young Adults:

Students should begin learning self-advocacy and self-determination skills at an early age. They need to be able to dream, set goals for the future, determine likes and dislikes, and identify strengths and weaknesses. These skills will help young adults develop a road map for their future.

With self-advocacy skills, young adults can make choices and decisions about their lives at home, in the classroom, on the job, and while having fun. Some steps to take to become a self-advocate/self-determined person include:

· becoming aware of strengths, needs, and learning styles;

· being an active member of the Individualized Education Program (IEP) team;

· listening carefully;

· making decisions and being responsible;

· learning how to ask for help when it is needed;

· facing challenges as opportunities;

· helping others;

· making appointments;

· meeting with doctors alone;

· learning about political issues and voting;

· learning about available resources; and

· understanding that it is okay to make mistakes if you learn from them.

Some young adults take the lead in the transition planning process, even leading their own IEP meetings. Young adults should talk to teachers and other member of their IEP teams to find out how to find out more about how to take the lead in planning for their futures.

Families:

Caring family and friends are an important part of young adult's hopes for today and the future. Self-advocacy does not mean living without support and guidance. Everyone depends on family, friends, and members of the community. Families should encourage self-determination by letting young adults express hopes and dreams. Families can help their son/daughter be a self-determined person by:

· listening to what the young adult is saying, both verbally and nonverbally. Families should ask for clarification of what they think they are hearing. They should respect the young adult's opinions, even if different from their own.

· creating opportunities for decision-making. By making decisions about minor things (what to wear, what to do for fun, etc.), young adults gain valuable experience needed to make decisions about major things (where to live, what job to seek, etc.).

· scheduling short family meetings to make decisions and solve problems. This can give everyone the chance to practice team problem-solving skills. Young adults will need these skills when working with others in the future.

· offering encouragement and support. This support can make young adults feel more confident. Families can help young adults know when to seek and when to offer assistance.

· helping young adults polish their manners, social skills, and personal appearance. Young adults with these skills experience greater social success (Beckett, year unknown).

· providing opportunities to make choices that are both positive and negative. By allowing the young adult to experience the consequences of choices, families can give young adults valuable learning opportunities.

· giving constructive feedback to young adults on the consequences of choices made in the recent past. By doing so, families can help young adults evaluate their choices, and learn from past experience.

Agencies:

All agency personnel involved in transition planning should support young adults in their quest to be self-determined. By listening to young adults and respecting their thoughts, opinions, and dreams, agency personnel can help young adults advocate for themselves and reach their goals. Local education agencies (LEAs) and adult agencies can offer self-advocacy/self-determination training to young adults.

LEAs can create an atmosphere that fosters self-determination by implementing practices such as cooperative learning, experiential learning, inclusive instruction, and team teaching. These allow young adults to be members of environments that foster meaningful interactions with adults and peers, and also to practice skills needed for adult life.

LEAs and other agency representatives supporting young adults in their transition to adulthood should ensure that young adults are key participants in making decisions about their futures. Young adults must be involved in all aspects of transition planning; some young adults can take the lead in this process.

LEAs can teach young adults how to lead their own IEP meetings. The National Information Center for Children and Youth with Disabilities (NICHCY) has a publication entitled, Helping Students Develop Their IEPs that gives information on preparing young adults to take a leadership role. For more information, see the Resources/Contacts section of this fact sheet.

Local interagency transition teams should strive to have self-advocates on the team. When identifying stakeholders in the transition process, teams often forget about young adults! Having a young adult currently involved in the transition process, or possibly a young adult who has recently made the transition from school can be invaluable to the team.

IV. RESOURCES/CONTACTS

ARC National Headquarters

500 East Border Street, Suite 300

Arlington, TX 76010

Phone: 1-800-433-5255

Fax: 1-817-277-3491

The ARC of Baton Rouge

Self-Advocacy Program

8326 Kelwood Avenue

Baton Rouge, LA 70806

Phone: 1-225-927-0855

Disability Information Access Line (DIAL)

Developmental Disabilities Council

PO Box 3455

Baton Rouge, LA 70821-3455

Phone: 1-800-922-DIAL

TDD: 1-800-256-1633

The National Information Center for Children and Youth with Disabilities (NICHCY)

PO Box 1492

Washington, DC 20013-1492

Phone: 1-800-695-0285 (Voice/TTY)

or 1-202-884-8200 (Voice/TTY)

Fax: 1-202-884-8441

Internet: www.nichcy.org

Helping Students Develop Their IEPs

Available from NICHCY at the address above, or via the Internet at www.nichcy.org/pubs/stuguide/ta2book.htm

Center on Self-Determination

Oregon Health Sciences University

3608 SE Powell Blvd.

Portland, OR 97202

Phone: 1-503-232-9154, ext. 112

Internet: www.ohsu.edu/selfdetermination/

V. REFERENCES

Beckett, C. (year unknown). Next steps: The transition series. PEATC, 18(1).

Field, S. et.al. (1998). A practical guide for teaching self-determination. Reston, VA: The Council for Exceptional Children.

Gould, M. (1985). Self-advocacy for youth in transition from school to work and adult life. In Gould, M., & Bellamy, G. (Eds.), Transition from school to work and adult life, (p. 80). University of Oregon: Specialized Training Program, Center on Human Development.

Hoffman, A. & Field, S. (1995). Promoting self-determination through affective curriculum development. Intervention in School and Clinic, 30, 134-141.

South Carolina's SIGHT. (year unknown). The student's voice: Self advocacy and decision making. South Carolina's Systemic Involvement for Gaining Heightened Transitions.

Virginia's UNITE. (1996). The student's voice: Self-advocacy and decision-making. Richmond, VA: Virginia's UNified Intercommunity Transition and Empowerment for Youth with Disabilities (UNITE).