Self-Advocacy: Planning For Success

Utilizing A Self-Assessment

Inventory

Diane Berzins, M.Ed., FacultyPam Morel, M.A., C.Psych.Assoc.

Cambrian CollegeMay, 2009

Let’s see if these Clickers work?

Which is your favourite movie?

Favorite Movie?

1. Casino Royale

2. Titanic

3. Star Wars

4. Sixth Sense

Casino Roya

le

Titanic

Star W

ars

Sixth

Sense

0% 0%0%0%

Outline

1. Developing Self-Advocacy

2. The importance of Self-Determination

3. Self-Assessment Inventory

Self Advocacy is…

Taking c

ontrol o

f your li

fe

Speakin

g up fo

r your n

eeds

Makin

g your o

wn choice

s

Part of s

elf-dete

rmination

0% 0%0%0%

1. Taking control of your life

2. Speaking up for your needs

3. Making your own choices

4. Part of self-determination

Effective Self-Advocates

Know themselves Know their rights Value themselves Know what they need Know how to get it Experience outcomes and learn Adjust and try again

Self Advocacy is essential for students with LD

1. Strongly Agree

2. Agree

3. Neutral

4. Disagree

5. Strongly Disagree

Stro

ngly Agree

Agree

Neutra

l

Disa

gree

Stro

ngly Disa

gree

0% 0% 0%0%0%

Successful Adults With Learning Disabilities

The key element to their success was the degree to which they had gained control of their own lives(Reiff, Gerber, and Ginsberg,1997)

Had control over Internal decisions (self-determined) Response to external reality (self-advocates)

Students with LD have more difficulty with Self-Determination

1. Strongly Agree

2. Agree

3. Neutral

4. Disagree

5. Strongly Disagree

Stro

ngly Agree

Agree

Neutra

l

Disa

gree

Stro

ngly Disa

gree

0% 0% 0%0%0%

Learned Helplessness

Belief that past failure predicts future failure

Stop trying or give very little effort without “handholding”

Students with LD are high risk due to: History of repeated failure Being provided with too much “help”

sends the message they are not capable

What % of students do you see with Learned Helplessness?

1. 0-20%

2. 20-40%

3. 40-60%

4. 60-80%

5. 80-100%

0-20%

20-40%

40-60%

60-80%

80-100%

0% 0% 0%0%0%

What is Self-Determination?

Self knowledge Ability to make decisions Ability to solve problems Ability to set goals and attain them Self-evaluation skills Internal locus of control

Brinckerhoff, L.C. et.al (2002) Postsecondary Education and Transition for Students with Learning Disabilities

How do you enhance self-determination in your students?

1. Role model self-determination

2. Provide opportunity for choices

3. Provide necessary tools and services

4. Develop self-awareness

5. Develop problem solving skills Role m

odel self-

determi...

Provide opportu

nity fo

r...

Provide nece

ssary

tools.

..

Deve

lop self-a

wareness

Deve

lop problem so

lving...

0% 0% 0%0%0%

Components of Self-Determination

1. Know yourself

2. Value yourself

3. Plan

4. Act

5. Experience outcomes and learn

Hoffman,A. (2003) http://www.ericdigests.org/2004-2/self.html

A Self Assessment Inventory

Planning for Success:

Accommodations, Learning Strategies & Assistive Technology that work for me

A Self-Assessment Inventory 2003 edition - legacy of the LOTF Current 2009 revision linked to CCDI - LD

Resource Guide

Guides a 3 Step Process of Self-Discovery

1. Identifying Academic Challenges and Processing Strengths & Difficulties

2. Creating a Plan For Success Accommodations Learning strategies Assistive technology

3. Creating a Plan for Success Using your Strengths

Step 1 - Executive Functioning:Do you have Difficulty…

1. Breaking down tasks

2. Keeping track of appointments

3. Monitoring your own progress

4. Organizing your activities

5. Understanding how you learn

Breaking down task

s

Keeping tra

ck of a

ppoi...

Monito

ring your o

wn pr...

Org

anizing your a

ctivities

Underst

anding how you ...

0% 0% 0%0%0%

Step 2 - Executive Functioning Plan For Success

Accommodations Tutoring (beyond what is normally available) Learning Strategies Training Assistive Technology Training Orientation Programs Copies of notes from peer note-taker or faculty Clarification of Assignments from faculty Access to computers with organizational software

Etc.

Plan for Success (continued)

Learning StrategiesStrategies for breaking complex tasks into smaller steps Short term goal setting Step-by-step guidelines and procedures

Etc.

Strategies for planning and organization Master calendar of important assignments, tests, events Structures and routines (detailed time tables, schedules)

Etc.

Strategies for self-monitoring and tracking details Checklists of tasks to be completed in specific timeframes Maintain an agenda

Etc.

Plan for Success (continued)

Assistive TechnologyTechnology for general planning and organization Electronic organizers Computer organizational systems

Etc.

Technology for structuring written assignments Organizational software Assignment calculator

Technology for self-monitoring written accuracy Editing software with auditory feedback

Step 3 - Plan for Success:Using Your Strengths

Using organizational software Being the organizer of presentation or study

groups Creating detailed timelines for your

assignments and study times Taking time to evaluate your own progress to

determine if changes are necessary to reach your goals

Selecting programs which capitalize on Executive Functioning strengths

Using Plan for Success:Self Advocacy in Action

IPLAN I – Inventory (Complete self-assessment)

P – Provide Inventory Information (Create Plan for Success)

L – Listen and Respond (Discuss with Disability Service Provider)

A – Ask questions (Request services & training)

N – Name your goals (Use choices, evaluate and adjust)

VanDeusen, Bos, Schumaker, Deshler (1994)

Case Studies

Guiding the process of self discovery for:

1. Reading Comprehension

2. Visual – Motor Coordination

3. Verbal Expression

DiscussionInventory Self-Discovery Process

Advantages Disadvantages

Do you think this Inventory could help your students?

1. Yes

2. No

Yes N

o

0%0%

Questions?

ThanksPam and Diane

References

LD Resource guide (2008) http://www.disabilityissues.ca/documents/LDResour.pdf

Hoffman,A. (2003) http://www.ericdigests.org/2004-2/self.html

Brinckerhoff, L.C. et.al (2002). Postsecondary Education and Transition for Students with Learning Disabilities.

Reiff, Gerber, and Ginsberg (1997). Exceeding Expectations.