Self-Advocacy:

1
Self-Advocacy Whats 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.
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• 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.
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• 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
Its not so much that were afraid of change or
so in love with the old ways, but its that place
in between that we fear Its like being between
trapezes. Its Linus when his blanket is in the
dryer. Theres nothing to hold on to.
-Marilyn Ferguson
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• Encourages a sense of personal control.
• Fosters independence and interdependence.
• Increases responsibility to make informed
  choices.
• Encourages individuals to create a vision.

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• 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)

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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 students preparation
to adulthood?
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• 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
• Dont 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
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Helping a student be more self-determined.

• START EARLY!
• START SAFE!
• START NOW! (its never too late)

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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.

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• 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
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Its a dangerous business, Frodo, going out of
your door, he used to say. You step into the
Road and if you dont 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_at_wifacets.or
g cartwrightj_at_charter.net