Self-Advocacy

PresentatioN

ASD

Overview

Self-advocacy is a term used to describe the ability to communicate or act on one’s own behalf and interests. This is a very important skill for individuals with autism spectrum disorder (ASD)for increasing independence throughout their youth and into adulthood. An example of self-advocacy isthe individual beingpersonally involved in communicating to peers and others information about him or herself versus teachers, parents, or others conducting training sessions on their behalf. This approach may promote greater understanding and more inclusive opportunities for the individual with ASD.

Apresentation template has been developed to assist individuals with ASD create a story about themselves. There is a sample that accompanies this overview and is only a guide and can be modified to meet the needs of the individual. The content can be as personal, interactive, or creative as the individual desires. A peer, sibling, or others can also assist with needed technology or media to create and edit the presentation.

The following are considerations when developing a self-advocacy presentation:

  • Construct to aid others in understanding the individual’s similarities to peers in interests and activities such as sports, music, hobbies, extracurricular activities etc. Other areas to include may be strengths, specific challenges, and ideas to better communicate and support the individual in the school or other settings.
  • Topic areas of the presentation may include:

Things I like to do—like you (e.g. going places, being active, sports, hobbies, spending time with my family)

What it means to have ASD (brief overview that participating students can understand)

Everyone with ASD is different, and has their own ASD (characteristics of the disability varies by person)

What is easy for me (e.g. classes, interests, hobbies)

What is hard for me (e.g. daily challenges, sensory triggers—see Thought Starters on next page)

Example of what it is like to have ASD (video or pictures)

Ignoring, making fun of, or not including me may be a form of bullying

Friends are important to me too (ways we can be friends and connect)

Famous people with ASD (lets the audience know people with ASD can achieve great things)

  • Develop with as much involvement and guidance from the individual as possible.
  • Involve the family in the process to capture the spirit of the whole person. Use pictures and interests outside of school to connect the audience to the individual on a more personal level.
  • Attention to age and grade level, including specific activities and features of a school environment.
  • Tailor to the individual’s language, needs, interests, strengths, challenges, effective supports, and personality.

Use pictures, video, music, and graphics that allows the audience to get to know the individual on a more personal level.

Use a peer to read slides, voice output device, or other form of communication if the individual has limited verbal skills. They may still be able to reference the slides and be an active part of the presentation.

Use language on the slides that the individual uses to describe their disability, e.g. “autism”, “the spectrum”, “the autism spectrum”, “autism spectrum disorder”, or something else.

Self-Advocacy

PresentatioN

ASD

thought starters…

The following are ideas that may be helpful in developing and differentiating presentations for elementary, middle, and high school students and areas that may present challenges at school, at different ages and grades.

School Setting

Elementary School (Grades 2-5) / Middle School (Grades 6-8) / High School (Grades 9-12)
Static classrooms—limited rotations / May rotate 1-7 classes per day; responsible for getting to classes on time / May rotate 1-7 classes per day; responsible for getting to classes on time
1-2 teachers / Multiple teachers with different expectations, knowledge, understanding; typically a home room / Multiple teachers with different expectations, knowledge, understanding; typically a home room
Same students in assigned classroom throughout the year / Different students in different classes / Different students in different classes
Structured, teacher-directed homework; more limited accountability / Less structured, more student-directed homework; more student accountability / Less or unstructured, student-directed homework; student is accountable
Ride elementary bus or sit with elementary kids on the bus / May be mixed grades on the bus / May be mixed grades on the bus
Parents may provide transportation; ride with siblings; ride with others / Parent may provide transportation; ride with siblings; ride with others / Parent may provide transportation; ride with siblings; ride with friends; may drive to school
May share lockers or have own locker with NO combination / Locker may have combination and may be shared / Locker has combination and may be shared
Recess 1-3 times per day / No recess / No recess
Lunch is structured and timed; food choices may be limited / Lunch is less structured; more food choices (ala carte); paying for lunch / Lunch is unstructured; more food choices; may be able to leave the building; paying for lunch or have card
Puberty not reached, but pre-pubescence may begin / Pre-pubescent / Full puberty
Intermixed genders as friends / Gender specific friends; sexuality emerges / Gender specific friends; sexuality realized
Bullying may occur; more teacher contact / More opportunities for bullying and victimization; some structure / More opportunities for bullying and victimization; less or unstructured
Social media connections emerge / Social media prevalent and some students active; cyber bullying opportunities / Social media prevalent and most students active in multiple form; cyber bullying opportunities

Self-Advocacy

PresentatioN

ASD

thought starters…

The following are ideas that may be helpful in developing and differentiating presentations for students in home and community settings, and considerations in each of those areas.

Home and Community Settings

Description / Home / Community
Favorite activities / Hobbies and interests such as games, television shows, movies, hanging out in room / Place vacationed; recreational activities such as parks, swimming, skating, shopping, taking drives, etc.
Favorite foods / What do I like to snack on or eat when the person is home / Restaurants or places the individual likes to eat out; snacks or special places the individual likes to go
Family and friends / Descriptions of who people are and the role they play in the individual’s life / What types of activities does family and friends do in the community with the individual
What is challenging / Transitions, staying on task or finishing things, meal times, certain foods, safety in the home, relationships with family or friends, etc. / Riding in the car, ending an activity, sitting at a restaurant, going into a store; understanding safety in the community, understanding navigation in the community
Supports and help / Supports that help the person at home (e.g. schedules, checklists, timers); siblings and others that help facilitate supports / Supports that help in the community such as checklists, self-management tools such as what is and is not appropriate behavior (where and when the person can exhibit the behaviors)
Other / Any other home based information that may be fitting for the presentation / Any other community based information that may be fitting for the presentation