Transition & Self-Advocacy

 Wendy Ratkovec ~  SPE 331  ~ February 2002

Many transitions take place over the course of a student’s school career.  A student identified as having special needs may have more difficulty with these changes.  However, the ultimate goal of education still remains; to prepare students to be independent, life-long learners.  In special education it is important to recognize this independence and help each child succeed. 

A critical component of this independence is self-advocacy.  Self-advocacy as defined by Anthony Van Reusen (1996) in his article, The Self-Advocacy Strategy for Education & Transition Planning, refers “to an individual’s ability to effectively communicate, convey, negotiate, or assert his or her interests, desires, needs, and rights.”  This includes assuming responsibility for those decisions. 

Developing self-knowledge is the first step in self-advocacy skills.  “Learning about ones self involves the identity of learning styles, strengths and weaknesses, interests, and preferences” (West, 1999).  The entire concept of teaching students to make their own decisions and how to make effective learning and developmental decisions, including the use of self-advocacy skills, is based on research showing that students who have positive self-perceptions and perceived control over their own learning abilities are more willing and motivated to work successfully with the adults in their environment (Van Reusen, 1996). 

Van Reusen (1996) addresses five purposes of teaching self-advocacy. 

·        It is a motivational strategy, designed to enable students to systematically gain a sense of control and influence over their own learning and development.

·        The strategy focuses students’ attention on their own learning and transition skill strengths and provides them with a systematic process for identifying or determining specific skills they want to learn or improve.

·        The strategy enables students to take an active role in making decisions related to their learning and development experiences.

·        The strategy provides students with a way of getting organized before a meeting (such as an I.E.P.).

·        It serves as a reminder to students regarding their behavior and techniques needed for effectively communicating and advocating their education and/or transition goals.

Instruction in self-advocacy is directed toward increasing students’ self-knowledge and understanding of their learning and behavior.  “It teaches them to learn how to take inventory of their educational and/or transition strengths, areas to improve or learn, and choices for learning or needed accommodations” (Van Reusen, 1996).

            So what does self-advocacy have to do with the transition process?  For older students (elementary age and older) self-advocacy provides students with ample opportunities to explore their self: their strengths and weaknesses, their interests, available opportunities, etc…. and gives them a chance to choose their course and the path of their own transitions. 

            Section 7 of Rule 51, regarding the IEP and IFSP process, specifically states that the student’s interests must be taken into account when formulating goals.  The students is included as an IEP Team participant, and must be included in IEP meetings “whenever appropriate” (Title 92, Rule 51, 2000).  The statement of transition services, which must be included in the IEP beginning at age 14, should include the interests and opinions of the student.  The key aspect of a quality transition program for students with disabilities is “facilitating student-centered transition planning” (Warger, 2000).  Wargner (2000) states that “students should be included in decisions related to post-school goals to ensure they are valued and attainable.”  Participation in writing the IEP goals provides students with skills they need, such as choosing (goals) from a list of opportunities, keeping in mind personal interests, skills, and limits; how to act appropriately in a meeting with adults; and how to accomplish these goals.  If the student has an initial part in the planning process, he/she is empowered to work toward the goals. 

West (1999) suggests skills to practice (and include in the IEP) to ease transitions.  These include:

·        Setting up a class schedule

·        Moving out of the home

·        Asking for accommodations needed for a course

·        Meeting with a rehabilitation counselor or social service caseworker

·        Meeting a medical provider

·        Working with a personal care attendant

·        Interviewing for a job

·        Making choices in an IEP meeting

These skills are obviously not taught to the student assuming that he/she will be able to perform them totally independently, but with more efficiency and independence.  Learning and practicing these skills grants responsibility and awareness of self-knowledge to the student.  “In order to carry out the full intent of federal legislation, ample opportunities must be provided for students to take an active, participatory role in the transition planning process”  (West, 1999).  The IEP is a critical opportunity for students to grow in self-knowledge, therefore, accomplishing the goal of self-advocacy.

Works Cited

Title 92, Rule 51.  Regulations and Standards for Special Education Programs.  Effective Date: October 16, 2000 (R).

 

Van Reusen, Anthony K.  The Self-Advocacy Strategy for Education and Transition Planning.  ”Intervention in School & Clinic”  Sep 96, Vol 32, Issue 1.

 

Warger, Cynthia and Jane Burnette.  Planning Student-Directed Transitions to Adult Life.  2000.  [Online] Available: ERIC/OSEP, www.ericec.org

West, Lynda L, Stephanie Corbey, Arden Boyer-Stephens, Bonnie Jones, and Robert J. Miller.  Transition and Self-Advocacy.  1999.  [Online]  Available: LDOnLine, www.ldonline.org/ld_indepth/transition/transition_self_advocacy.html