Supporting Self-Advocacy
& Self-Determination Skills
Self-determination is generally defined as having the knowledge, skills, and attitudes a person needs to have autonomy and responsibility for his/her life. There are seven domains, or skill areas, of self-determination. These include choice making, decision making, problem solving, goal setting, self-advocacy and leadership, self-management and self-regulation, and self-awareness.
Self-determination skills have been linked to improved post high-school outcomes for individuals with disabilities. Students who are more self-determined tend to be more involved in their educational planning and decision making1 and they have a higher rate of employment and pay than peers with fewer self-determination skills2.
In the college setting, students thrive when they can problem solve, advocate for themselves, request needed accommodations, and manage their own time and behavior. These skills can be practiced throughout the K-12 years, at home, and in the community.
Besides the student becoming more independent and able to advocate for him/herself, the family may need to advocate to have postsecondary education goals in an IEP, to include college classes as part of a transition plan, and to help a student gain access into college.
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Encourage students to participate in and/or lead IEP meetings.
While in the public school system, expect students to be involved in their IEP meetings. When the team deems it appropriate, ask students to join their IEP meeting to learn about the process and to voice ideas regarding strengths, areas of interest, and possible goals. As students enter junior high or high school, consider having them lead their own IEP meeting. At the postsecondary level, where there is no special education and IEPs, students should be a primary decision maker regarding the course of their college career. They should work with a program coordinator or advisor to choose classes and apply for internships or jobs related to the course of study and career interests.
- Visit the Virginia Department of Education's Self-Determination Project website for information, tips, lesson plans, and other resources for promoting self-determination among youth with disabilities. The website also includes information on creating PowerPoint presentations for IEP meetings, templates for student involvement in IEPs, self-determination checklists for parents and students, and videos of parents and youth talking about self-determination.
- The article Promoting Student Self-Determination Skills in IEP Planning, by Wood, Karvonen, Test, Browder, and Algozzine and published in Teaching Exceptional Children, includes helpful ideas and examples of IEP goals to foster self-determination.
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Help students gain greater self-awareness and advocacy skills.
Students need to learn about their interests, strengths, and areas of need. A great way to learn about yourself is by joining clubs, participating in extracurricular activities, volunteering, and holding a job. Support students to find meaningful ways to contribute in these environments. It is also essential that students understand their disability and what accommodations are effective for them. While in high school, students can learn to talk to others about their disability by reviewing scripts, role playing, and practicing with various people. See the PERC Self-Advocacy Checklist below. High school students can also talk to their regular education teachers about their disability and ask for needed accommodations. In the college setting, students will need to approach their professors and ask for needed, reasonable accommodations. This will not automatically happen for them as it does in the K-12 educational system.
- PERC Self-Advocacy Checklist provides a suggested outline for practicing self-advocacy skills like introducing self; describing strengths, disability, and support needs; and presenting documentation. It also includes suggested words or phrases to use when describing a disability or areas of needed support.
- A Life for Me Cybercommunity is an interactive resource for children and parents to learn about and promote self-determination. Find activities that promote problem solving and self-advocacy on this site.
- The Youthhood Cybercommunity is an interactive resource for children and parents with information on self-determination. There are activities for youth on self-awareness, social skills, knowing your rights, and becoming more independent, with accompanying lesson plans and discussions for adults to use with students with disabilities.
- Kids as Self Advocates website includes information for children on how to advocate and speak up for their rights. It contains other helpful resources about staying safe; education; health; work; sports, recreation, and leisure; dating and relationships; technology; transportation; disability history and culture; and working with a group.
- Natural Supports Self-Determination Guides provide numerous suggestions on how to foster self-determination skills in children and youth. One guide, "Self-Determination Guide: Promoting Finding and Strategies from a Survey of Wisconsin Paraprofessionals", focuses on how paraprofessionals can support self-determining behavior, and the other, "Fostering Self-Determination Among Children and Youth with Disabilities – Ideas from Parents for Parents", shares strategies parents have found helpful.
- Space Race-The Game is a game about self-determination designed for people with developmental disabilities of all ages. The game is available through the Riot!, a self-advocacy group that offers a newsletter, blog, and online art gallery to help individuals become stronger self-advocates.
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Build advocacy skills among family members through leadership and advocacy training.
There are a number of training programs held throughout Wisconsin that support families and students to gain advocacy and leadership skills. Check out the following programs, websites, and resources:
