Self-Advocacy: Planning For Success Utilizing A Self-Assessment Inventory

1. Self-Advocacy: Planning For SuccessUtilizing A Self-Assessment Inventory Diane Berzins, M.Ed., Faculty Pam Morel, M.A., C.Psych.Assoc. Cambrian College May, 2009

2. Let’s see if these Clickers work? • Which is your favourite movie?

3. Favorite Movie? • Casino Royale • Titanic • Star Wars • Sixth Sense

4. Outline • Developing Self-Advocacy • The importance of Self-Determination • Self-Assessment Inventory

5. Self Advocacy is… • Taking control of your life • Speaking up for your needs • Making your own choices • Part of self-determination

6. 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

7. Self Advocacy is essential for students with LD • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree

8. SuccessfulAdultsWithLearningDisabilities 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)

9. Students with LD have more difficulty with Self-Determination • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree

10. 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

11. What % of students do you see with Learned Helplessness? • 0-20% • 20-40% • 40-60% • 60-80% • 80-100%

12. 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

13. How do you enhance self-determination in your students? • Role model self-determination • Provide opportunity for choices • Provide necessary tools and services • Develop self-awareness • Develop problem solving skills

14. Components of Self-Determination • Know yourself • Value yourself • Plan • Act • Experience outcomes and learn Hoffman,A. (2003) http://www.ericdigests.org/2004-2/self.html

15. 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

16. Guides a 3 Step Process of Self-Discovery • Identifying Academic Challenges and Processing Strengths & Difficulties • Creating a Plan For Success • Accommodations • Learning strategies • Assistive technology • Creating a Plan for Success • Using your Strengths

17. Step 1 - Executive Functioning:Do you have Difficulty… • Breaking down tasks • Keeping track of appointments • Monitoring your own progress • Organizing your activities • Understanding how you learn

18. 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.

19. Plan for Success (continued) Learning Strategies Strategies 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.

20. Plan for Success (continued) Assistive Technology Technology 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

21. 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

22. 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)

23. Case Studies Guiding the process of self discovery for: • Reading Comprehension • Visual – Motor Coordination • Verbal Expression

24. DiscussionInventory Self-Discovery Process Advantages Disadvantages

25. Do you think this Inventory could help your students? • Yes • No

26. Questions? Thanks Pam and Diane

27. 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.