Self-Advocacy: The Power to Get What You Need
Self-Advocacy is defined as, "a set of skills that enables people with disabilities to effectively communicate their needs to others and get those needs met." This can range from telling others what you like or what you are interested in doing, to telling your boss the work accommodations you need to do your job successfully.
During November the Autism Tip of the Week will address self-advocacy across the lifespan.
Self-Advocacy for Young Children
Do I really need to think about teaching self-advocacy skills to a pre-schooler? Yes! Actually, if you are teaching communication skills or choice-making you are already teaching self-advocacy! All children need an effective way to make their needs known. For non-verbal or minimally verbal children with autism spectrum disorder this is even more essential. Without another way to communicate, young children with autism spectrum disorder will often use challenging behavior as a way to communicate their needs and wants. While most children with autism will develop speech, approximately 30% will not. Even for children who will eventually speak, providing an augmentative visual communication system (pictures, symbols, sign language, etc.) is a good idea. Using a visual communication system can help all children remain calm and positive as they walk through each day. Having an appropriate way to ask for what you need and reject what you don't like is the first step towards self-advocacy!
Book of the Week: Initiations and Interactions: Early Intervention Techniques for Parents of Children with Autism Spectrum Disorders/ Teresa A. Cardon. Autism Asperger Pub. Co., 2007. "Research suggests an early start is the key to a successful intervention for children diagnosed with an autism spectrum disorder. What many don't know is that research also shows that for most early intervention programs to be effective, they must involve a child's primary caregivers, especially when it comes to such an all-pervasive area as communication. This book does not advocate that parents steer clear of therapists and specialists. Instead, it attempts to put more control in the parents' hands. Without adding to parents' already busy schedules, this book discusses the importance of creating a communication environment in the home. Simple everyday tools include deliberate use of books, toys, visual schedules, and labeling, among others." (Note from publisher's website)
This book is in the SESA Library. You may search the library catalog via the SESA
website, or contact Anne directly by email at
afreitag@sesa.org or by phone at 907-334-1301.
