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Module Main | Module Description | Instructional Proficiencies | Instructional Events | Instructional Evaluation

Self-Advocacy and Self Determination
Author
Marlaine Chase, ED.D., University of Southern Indiana

Module Description
The purpose of this module is to increase the reader’s level of understanding about issues related to self-advocacy and self-determination for students with disabilities. Persons working on behalf of students with exceptional needs must believe that improved quality of life (outcomes) for such students is based on the students’ abilities to actively participate in all phases of decision-making concerning their opportunities at school, home, work, play and community. The module content includes a variety of resources to assist students, parents, teachers and other team members in helping students with disabilities acquire knowledge and skills in advocacy and self-determination as needed in order to achieve their goals and dreams.
 
Instructional Proficiencies
Upon completion of this module, the user will be able to: 
  1. Locate and summarize the legal basis for students actively participating in their educational planning processes.
     
  2. Reflect on his/her beliefs about the ability of students with disabilities to be self-advocates and to engage in self-determination.
     
  3. Explore shifts that may need to occur in their roles and responsibilities as team members in the educational planning processes.
     
  4. Create a lesson plan for teaching a prerequisite skill for self-advocacy or self-determination for a student with a disability and his/her parents (real or invented).
     
  5. Identify resources for a student with disability to use to acquire or practice skills in self-advocacy and/or self-determination.
     
  6. Identify resources for parents of students with disabilities to use to model advocacy and self-determination or to use to assist students in acquire or practice the skills themselves.
     
  7. Identify resources for use by teams engaged in educational planning with students with disabilities.   
 
RELATIONSHIP TO INDIANA OELD STANDARDS FOR TEACHERS OF STUDENTS WITH EXCEPTIONAL NEEDS:
 
Upon completion of this module the user will have actively engaged in the following performances, knowledge and dispositions for Mild Intervention & Intense Intervention:
 
 
The educator of students with exceptional needs:
 
Standard 1
 
Performance1- communicates and models a philosophy of special education that embodies advocacy and self-reflection,
 
Knowledge 4- knows the rights and responsibilities of parents, students, educators, and other professionals as they relate to students with exceptional needs,
 
Disposition3- values evidence-based techniques and strategies.
 
Standard 3
 
Performance 9- plans for skill development leading to desired quality adult life options.
 
Performance 14- plans for transitions based on the individual’s and family’s desired outcomes.
 
Knowledge 9- knows effective means for supporting transitions across environments.
 
Dispositions 4- values and respects role of students as partners in making choices about their learning.
 
Standard 4
 
Performance4- effectively implements individualized educational programs including behavioral intervention plans and transition plans.
 
Knowledge 4- knows resources and techniques to support transitions within school and out of school.
 
Dispositions 2- values high expectations for all learners.
 
Standard 5
 
Performance 8- models and teaches self-advocacy skills to increase independence.
 
Dispositions 4- values and respects the role of students as partners in making choices about their learning.
 
Standard 6
 
Knowledge 4- understands the impact of students’ communication skills on quality of life.
 
Standard 7
 
Performance 9- plans with colleagues and families for successful transitions for learners.
 
Performance 12- plans for the transfer of skills from educational to real-life settings.
 
Knowledge 2- understands the legal requirements, policies and procedures for completing appropriate Individualized Educational Plans.
 
Knowledge 6- understands the transition planning process.
 
Standard 9 
 
Knowledge 4- understands the needs and well-being of the student drive all decision making.
 
Dispositions 7- is committed to developing best practices that promote desired quality-of-life outcomes for students.
 
Standard 10
 
Performance 3- collaborates with families to define expectations and establish goals and quality of life outcomes.
 
Performance 9- plans and collaborates with community agencies, families and professionals to facilitate smooth transitions.
 
Performance 10- supports families in meeting timelines, understanding processes and advocating for needed services from community agencies.
 
Dispositions 4- values the role of stakeholders in the design, implementation and review of individualized education plans.
 
Instructional Events
Read through the entire module for key concepts.  
The module is divided into seven sections:
Choose the Instructional Events and Tasks that meet the requirements:
  1. set by the instructor
     
    or
     
  2. those that are a best match for your personal needs at this time.
     
Instructional Evaluation

The user upon completion of this module provided evidence in a journal that s/he successfully: 

  1. Located and summarized the legal basis for students actively participating in their educational planning processes.
     
  2. Reflected on his/her beliefs about the ability of students with disabilities to be self-advocates and to engage in self-determination.
     
  3. Explored shifts that may have needed to occur in his/her roles and responsibilities as a team member in the educational planning processes.
     
  4. Created a lesson plan for teaching a prerequisite skill for self-advocacy or self-determination for a student with a disability and his/her parents (based on real professional experience or an invented case).
     
  5. Identified at least three resources for a student with disability to use to acquire or practice skills in self-advocacy and/or self-determination.
     
  6. Identified at least 3 resources for parents of students with disabilities to use to model advocacy and self-determination or to use to assist students in acquire or practice the skills themselves. 

Identified at least 3 resources for use by teams engaged in educational planning with students with disabilities.  
 
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