ECC-DHH Self-Determination & Advocacy

The area of Self Determination and Advocacy includes: Self-Determination, Community Advocacy, Community Resources and Supports, Cultural Awareness, and Using Interpreters and Transliterators.

SELF-DETERMINATION

• Knowledge of school routines (e.g.: obtaining pass for bathroom, lunch room rules, etc) • Demonstrates positive attitude towards self as a unique person • Knowledge of coping strategies • Knowledge of how to respond to negative comments and feelings • Knowledge of how to make choices • Knowledge of IEP goals, as appropriate • Knowledge of skills for independent living, i.e., clothing, hygiene • Understanding of individual and others unique differences • Knowledge of how to articulate concerns positively • Knowledge of problem solving strategies • Knowledge of possible consequences of decisions • Knowledge of how to set realistic goals, make decisions, and take necessary action to achieve goals • Participates in IEP meetings as appropriate • Knowledge of additional skills for independent living, i.e., nutrition, time and task management • Knowledge of assistive devices applicable to independent living (e.g. alarm clock, door alarm, fire alarm, etc) • Knowledge of how to advocate for services as needed, e.g., school, work, medical, community • Knowledge of laws • Knowledge of school procedures • Knowledge of hearing community and culture • Knowledge of deaf community, culture, traditions, norms, history, values, etc • Cultural competence • Demonstrates ownership of self needs • Knowledge of assistive devices applicable to independent living (e.g. bed alarm, door alarm, fire alarm, etc)

COMMUNITY ADVOCACY

• Knowledge of where to find help (e.g., EXIT sign, person at counter can help you, police, what to do if lost) • Demonstrates respect for people and organizational structures • Knowledge of roles and responsibilities for the communities the student is involved in, e.g., class, school, home, and community(s) • Knowledge of how to obtain emergency help (e.g. 911 for medical or fire emergency) • Knowledge of definition of advocacy • Demonstrates negotiation language skills • Advocates for own needs in the classroom (e.g., beginning of year in service with new teachers, requesting closed captions turned on) • Understanding of effective problem-solving strategies or conflict resolution • Knowledge of laws applicable for DHH Americans (ADA, Rehabilitation Act of 1973, IDEA)

COMMUNITY RESOURCES AND SUPPORTS

• Knowledge of community resources and their functions • General knowledge of community events and how to advocate positively for needed accommodations if applicable • Identifies various consequences when community members do not meet responsibilities • Knowledge of local and national resources for deaf and hard of hearing people, their purposes, and how to access them • Identifies issues and problems in communities, ways to address them, and assist in community service • Aware of local civic organizations and functions • Knowledge of how to become involved and participate in local community or civic organizations (e.g., school board, Sertoma Club, etc) • Knowledge of local, state, and national community organizations and resources Knowledge of any unspoken or unwritten values/norms applicable to advocating for oneself (e.g., be positive, choice is a key concept not a destiny, reprimand is serious, etc) • Knowledge of civic responsibilities and roles; e.g., voting, jury duty, being a good neighbor, snow removal, taking care of pets, following curfew, cutting grass, being a safe driver, etc • Knowledge of city, state, and federal ordinances and laws • Understanding of how to access appropriate community adult services (e.g., VR, SSA, interpreter) related to DHH needs • Understanding of how to access various community supports for other needs (i.e., functions of community service providers, which may be governmental, nonprofit, or for-profit organizations, e.g., Dept of Housing, City Council, Dept of Transportation, banking, debt consolidation services, Iowa Citizens for Community Improvement, etc)

CULTURAL AWARENESS

Knowledge of current cultural communities within student’s realm • Knowledge of definitions of community and culture • Knowledge of deaf community, culture, traditions, norms, history, values, etc • Demonstrates cultural competence across all cultures

USING INTERPRETERS AND TRANSLITERATORS

• Must have a language base sufficient to use an interpreter • Must have a sign language base sufficient to use an interpreter • Demonstrates adequate attention to the interpreter for the appropriate length of time based on age and skill • Utilizes attention-getting techniques appropriately for age and skill level • Knowledge of how to utilize the interpreter for non-instructional situations, e.g., peer interactions, extracurricular activities, other school personnel • Understanding of consequences resulting from student exercising choice not to attend to the interpreter during instructional time • Demonstrates competence in explaining the role and various uses of the interpreter • Knowledge of appropriate (or not) times and situations of using an interpreter (e.g., job interview, grocery store) • Knows own preferences and communicates effectively to the interpreter regarding seating preferences, sign modality, interpreter placement, etc • Knowledge of situations where it is appropriate to ask for interpreting services and how to locate and secure interpreter arrangements • Identifies community interpreting resources and understands general payment issues for interpreter services • Understanding of interpreter needs, e.g., advanced notice for interpreting requests, preliminary information about spoken or signed information, etc  

SELF-DETERMINATION & ADVOCACY – Assessments:

• Express Yourself! Assessing Self-Determination in Your Life

Age Range: 14 years of age – up

• Informal Inventory of Independence and Self Advocacy

Age Range: All ages

SELF-DETERMINATION & ADVOCACY – RESOURCES:

My Unique Self: Understand and appreciate your unique qualities.

• Activity: Using a mirror to reflect the student’s image. Provide the student with an opportunity to create a self-portrait using any art materials available.

• What to do: Share what you notice about the student’s artwork and personality that are special and unique to them.

Community Resource Hunt: Learn more about your community services.

• Activity: Make a list of places in your community where you can get help (e.g., library, YMCA community center, hospitals, and other local organizations)

• What to do: Using environmental print (familiar logos) and building pictures from around your community make a map or list of your community. Then share with students how those places serve your community.

All About Me: Use a self-advocacy inventory from the ECC-DHH assessment list to identify student strengths and areas of improvement.

• Activity: Interview your students one-by-one on their current self-determination and self-advocacy skills.

• What to do: Portion out parts of a self-advocacy inventory and interview each student. Allow the student to identify their current strengths and weaknesses.