Review of article “I Can “and “I Did: - Self Advocacy for Young Students with developmental Disabilities By kelly Jean Sullivan

   

<script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"

     crossorigin="anonymous"></script>

      Author(s) of article: Jane O Regan Kleinert Harold Kleinert Tracey Fisher Elizabeth Harrison

Title of article- “I Can “and “I Did: - Self Advocacy for Young Students with developmental Disabilities

  Council for Exceptional Children

 Nov/Dec 2010

     Summary 

 thesis presented in this article:  self-Advocacy and self-determination for young students with disabilities is essential We need to help children select their personal goals help them figure out their plans and the steps they need to get to the goals, assess their progress to their choice goals and make choices, teach them how to self-reflect and self-evaluate their behaviors good and bad.

 

  The most important information to take away is that communication and self-determination is fundamental relationship and skill students with disabilities need in order to

·         Express choice

·         Make decisions

·         Assess themselves

·         Evaluate behavior

·         Increase confidence

·         Make them skilled and strong at voicing their personal preferences

·         Select good goals to work towards

·         Students with developmental disabilities lack the chance to make the decisions that affect them even in school. The teacher needs to teach the new behavior

This will help to-

Strengthen the self-advocacy skills and its very important here to remember to start early so that the quality of life of the child is increased and they can later participate in academic programs.

·         The teacher can support the student’s growth and increase the self-advocacy skills in the child by supporting communication competency and maximize the child’s ability to communicate references to others. the teacher can specifically do this by teaching functional communication skills.

·         The teacher would use the goal setting list of questions-

·         What do I want to learn?

·         What do I know about it now?

·         What must change for me to learn what I do not know

·         What can I do to make it happen?

·         Plan for what can I do to learn what id don’t know.

<script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"

     crossorigin="anonymous"></script>