Self-Advocacy and Self-Determination

Self-determination skill for students with disabilities has been the focus of extensive research and development in the 1990’s. Field and Hoffman conceptualized self-determination as a process that includes:

• knowing yourself,
• valuing yourself,
• planning to reach goals,
• acting upon those plans, and
• learning from the experience.

This simple model provides the framework for developing a specific type of self-determination skill, self-advocacy. The theme of these Self-advocacy Activities is self-knowledge and developing a sense of self-worth, the first two stages of the Field and Hoffman model. From this knowledge, subsequent activities take students into planning and action. Knowledge and insights gained from these Activities are used throughout the curriculum.

Rationale for Teaching Self-Advocacy

Unlike high school, colleges have no special education teachers to arrange accommodations. In college the student must take the leading role in getting service. Responsible students need to know themselves and be willing to talk about their needs. These first nine Activities help students develop and practice the essential skills of self-advocacy.

When to Start

We recommend starting these Activities when students first consider the possibility of college, usually the 9th grade. By starting early to develop an accurate awareness of learning preferences and the disability related limitations, students will develop the competence and confidence to make their needs known. Your support and encouragement is essential.

Think of these Activities as the start of a four-year process where students meet with you and your colleagues to discuss how they learn and how they can be accommodated in a manner similar what they will experience in college. In time and with practice, they will become skilled.

Field and Hoffman Reference