Amy Zimmermann

Diff 590, Choice Project

Column 2
3/21/16
Work with one student to determine an area for social skills instruction, research appropriate
skills instruction and implement the skills instruction.

I chose to provide of my students, Grace (pseudonym), with explicit instruction related to

self-advocacy. Self-advocacy refers to an individuals ability to effectively communicate,
convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making
informed decisions and taking responsibility for those decisions.
Grace was coming to school without items necessary to keep her safe, healthy,
independent, and successful. She uses an enteral feeding pump throughout the day, has a splint
for her wrist, and needs a change of pants because often wets through her clothing. She was
consistently coming to school without one or more of these items. Grace uses a wheelchair and
does not have the physical ability to collect these items for herself. She relies on the employees
of her group home to prepare her for school every day. Students with disabilities often develop
passive behavior as a result of being in highly structured programs where they experienced a lack
of control (Walker & Bunsen, 1995). This passive behavior has been termed learned
helplessness, a common attribute of students with learning disabilities and emotional disorders
(Reeves, 2006).
In researching self-determination and self-advocacy instruction, I found an outline of the
Basic Skills Model from the Department of Public Instruction, North Carolina. The Basic Skills
model is a curriculum for high school juniors and seniors with disabilities. The model includes

the development of skills in: (1) self-knowledge; (2) assertiveness training; (3) problem solving
skills; (4) self-advocacy skills; and (5) leadership skills.
Educational objectives listed under self-advocacy skills are (1) knowing your rights, (2)
speaking up for yourself, and (3) recognizing situations where self advocacy is needed.
I spoke to Grace about the responsibility she has to bring her things to school. We
discussed how her pump, splint, and pants are her things. She needs them everyday to be safe
and successful at school. Although the people at her group home are there to help, she must take
an active role in remembering to bring these things to school. In order to do so, she must know
what she needs and be able to speak up for herself to be sure she has them.
Following the principals of self-advocacy and problem solving included in the Basic
Skills Model, I approached the social skills instruction from many different angles.
Active learning across environments: I want Grace to remember her personal belongings and
to speak up for herself so I am having her take her pencil box everywhere she goes throughout
the school day. She must remember to take it with her and ask for it to be placed on her tray
whenever she leaves or comes back to the room. This way she gets to practice the skill in a safe
environment.
Experience positive consequences: Grace earns i-pad time for remembering her pencil box
during the school day. We also discussed more natural positive consequences for remembering
her splint, pump, and pants: she needs to eat, her splint helps her to write better and keep her
wrist straight, she is more comfortable in dry pants.

Visual prompts: Under Graces supervision, I created a list of necessary items and taped it to her
tray. I also made a checklist of the same items which stays at school. Each morning we fill out
the checklist.
Extensive use of role-play: Grace has the opportunity to practice asking for her things by roleplaying with me or her nurse every day.
Identifying emotions: I have continual discussions with Grace about how she feels regarding
self-advocacy. It is difficult for her to ask for her things because shes timid and she doesnt
want to hurt anyones feelings. I reinforce that the items are hers, she needs them to be
successful, and that people are happy to help if she asks. We also discuss feelings of pride in
speaking up for herself, satisfaction in having what she wants and needs, and happiness in
achieving the goal that we set for self-advocacy.
So far, the social skills instruction is going well. I feel that Grace has the tools and
practice needed to speak up for herself and to come to school equipped with her pump, split, and
pants. She has only forgotten one thing from her group home since I implemented the
instruction. She has forgotten her pencil box e few times, but after losing short amounts of i-pad
time, shes gotten better.
I will slowly lessen the intensity of the social skills instruction, but continue using the list
and checklist for the duration of my time as Graces long term substitute.