“Self-advocacy and self-determination include the abilities to select personal goals, plan steps toward goals, asses one’s progress, make choices, and self-monitor and self-evaluate one’s behaviors (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000; Wehmeyer & Sands, 1998). . . . Unfortunately, youth with significant intellectual and developmental disabilities often lack the opportunity to participate in the decisions that affect them on a daily basis (Thoma, Rogan, & Baker, 2001).”
Self-advocacy is being able to speak up for oneself. It is being able to make decisions about one’s own life. It is learning information so that one can understand things that are of interest. It is knowing one’s rights and responsibilities. It is taking part in problem solving. It is reaching out to others when one has a need. People with self-advocacy skills are more likely to do well in school, work, and life. Self-advocacy skills are important to health and safety.
There are four parts to becoming an effective self-advocate:
knowing yourself
knowing your needs - such as interventions, accommodations, modifications
knowing your rights
knowing how to get what you need
This means communication, education, and having a support system are all key to self-advocacy.
skills contributing to communicative competence
Skills within the self-advocacy area include knowledge, use, and judgement of:
self-awareness
understanding self
understanding one’s needs and preferences
understanding one’s rights
communication
navigating resources
forming and nurturing relationships
perspective taking
goal-setting
choice-making
decision-making
problem solving
The goal is self-determination. For the person to be able to speak up for themselves. To be able to make informed, authentic decisions, and be empowered to make those decisions.
Useful resources for self-advocacy skills:
ME! Lessons for Teaching Self-Awareness & Self Advocacy from The University of Oklahoma’s Zarrow Center for Learning Enrichment
Project10’s Self-Advocacy & Self-Determination webpage includes a variety of resources including: assessments, curricula and courses
Wrightslaw’s Self-Advocacy webpage includes a variety of resources
References:
Cantley, P., Little, K., & Martin, J. E. (2010). ME! Lessons for Teaching Self-Awareness and Self-Advocacy. Retrieved from http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html
Fowler, Catherine & Wood, Wendy & Brewer, Denise & Eddy, Steven. (2005). A Conceptual Framework of Self-Advocacy for Students with Disabilities. Remedial and Special Education - REM SPEC EDUC. 26. 43-54. 10.1177/07419325050260010601.
Kleinert JO, Harrison EM, Fisher TL, Kleinert HL. “I Can” and “I Did”—Self-Advocacy for Young Students with Developmental Disabilities. TEACHING Exceptional Children. 2010;43(2):16-26. doi:10.1177/004005991004300202
Project10. (retrieved 2021). Self-Advocacy & Self-Determination. http://project10.info/DPage.php?ID=185
Wrightslaw. (2020). Self-Advocacy. https://www.wrightslaw.com/info/self.advocacy.htm
Related posts:
AAC and Self-Advocacy - more on AAC and self-advocacy
Communicative Competence: Linguistic - for a closer look at the area of linguistic competence, check out this post
Communicative Competence: Social - for a closer look at the area of social competence, check out this post
Communicative Competence: Psychosocial - for a closer look at the area of psychosocial competence, check out this post
Wrap-up post of our exploration of communicative competence in AAC
Communicative Competence - for an introduction overview of Communicative Competence, check out this post
Communicative Competence: Operational - for a closer look at the area of operational competence, check out this post
Communicative Competence: Strategic - for a closer look at the area of strategic competence, check out this post
Communicative Competence: Emotional - for a closer look at the area of emotional competence, check out this post
