Transcript Self-Advocacy

Self-Advocacy
Melissa Geller
Kent State University
Self-Advocacy Defined
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Self-advocacy refers to:
An individual’s ability to effectively
communicate, convey, negotiate or assert
his or her own interests, desires, needs and
rights. It involves making informed
decisions and taking responsibility for
those decisions
(VanReusen et al., 1994)
Considerations for SelfAdvocacy
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Self-knowledge is the first step
towards advocating for your rights.
You need to know your strengths,
needs, and interests before you can
begin to advocate.
Borrowed from: http://www.ldonline.org/ld_indepth/transition_self_advocacy.html
Tips for Self-Advocacy
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Know and understand your rights and
responsibilities
Learn all you can about your disability,
needs, strengths, and weaknesses
Know what accommodations you need as
well as why you need them
Tips for Self-Advocacy, cont.
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Know how to effectively/assertively
communicate your needs and preferences
Find out who the key people are and how
to contact them if necessary
Be willing to ask questions when
something is unclear or you need
clarification
Adapted from: http://www.bsu.edu/dsd/ten.html
Myths about self-advocacy
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#1 It’s better to avoid the label “learning
disability” because such labels are
ultimately damaging to the student’s self
esteem.
Myth #1: Suggested Practice
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Know how to describe your learning disability, as
well as your specific academic strengths and
weaknesses to a variety of different audiences.
Begin to accept the term “learning disability” and
a description of difficulties as simply how you
learn. Do not let it determine your identity.
Myth #1: Suggested Practices
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Sample accommodations appropriate to
your learning disability based on
information in your diagnostic report. Try
out different accommodations and then
decide which ones work for you.
Read about other adults with learning
disabilities who were successful in college.
Myth #2:
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Now that there are programs or students
with learning disabilities at many post secondary settings, their existence
guarantees that students’ essential needs
will be met.
Myth #2: Suggested Practice
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Take responsibility for your learning
disability.
Practice becoming more assertive with
professors and support staff.
Find a relaxed but confident
communication style.
Get to know professors and administrators
in your program.
Myth #3:
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Obtaining the highest grades possible is the
major yardstick of effective self-advocacy.
Better grades lead to increased options
upon leaving a postsecondary setting.
Myth #3: Suggested Practice
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Join a support group for students with
learning disabilities on your campus, or
start one!
Enjoy relaxing and growth-oriented
activities.
Seek a balance academically and socially.
Myth #3: Suggested Practice
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Get involved in an activity on campus for
as much time as you feel you can afford.
It’s a great way to meet people and develop
social skills.
Ask for help with personal difficulties you
may be having by seeing a professional in
the counseling center on campus.
Myth #4
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When students encounter a very difficult
academic situation, it’s best to let their
parents take over.
Myth #4: Suggested Practice.
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Parents can join support groups in their
area even after their daughter or son has
left for college.
Parents need to let go. They cannot be n
charge of the adult life of their son or
daughter.
Myth #4: Suggested Practice
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Realize that the most valuable lesson a
student can learn as he/she is on the
threshold of adulthood is learning about the
consequences of his/her actions.
Myth #4: Suggested Practice
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Above all, a student with a learning
disability needs to become comfortable
with asking for help from those most able
to be effective in meeting their needs in a
Postsecondary setting, whether they’re
professors, LD service providers, persons
in career or counseling services, and others
( Found at LD.com on 6/20/04)