Self-Advocacy:

Planning For Success

Utilizing
A Self-Assessment
Inventory

Diane Berzins, M.Ed., Faculty

Pam Morel, M.A., C.Psych.Assoc.
Cambrian College
May, 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

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 Outline
1. Developing Self-Advocacy
2. The importance of Self-
Determination
3. Self-Assessment Inventory
 Self Advocacy is…
1. Taking control of
your life
2. Speaking up for
your needs
3. Making your own
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 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
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 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
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 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%

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 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
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4. Develop self-
awareness

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 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 0% 0% 0% 0% 0%
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 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 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.
 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
 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
 Discussion
Inventory Self-Discovery Process

Advantages Disadvantages
Do you think this Inventory could help
your students?
1. Yes
2. No

0% 0%
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No
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 Questions?

Thanks
Pam and Diane
 References

LD Resource guide (2008)
http://www.disabilityissues.ca/documents/LDRes
our.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.