Teaching Self-Advocacy Skills to Students with Autism and Other Disabilities

Laura N. Sarchet, M.S.Ed

Adjunct Faculty, College of Education, Niagara University

This issue of NASET’s Practical Teacher was written by Laura N. Sarchet, M.S.Ed. Students on the autism spectrum are least likely of all students with disabilities to attend and participate in their transition planning meetings (Griffin et al., 2014). Transition Planning includes students' self-knowledge of academics, vocations, and adaptive behavior. Students of any age can self-reflect on these concepts to make informed decisions about their short- and long-term futures (Rowe et al., 2015).Teachers can introduce their students to the domains of transition planning and help students build self-advocacy skills needed to be involved in their own transition and IEP processes. This manuscript contains lesson activities on self-advocacy and pre-requisite skills. By working on self-advocacy with students on the autism spectrum, teachers can help students establish a foundation for understanding their transition planning process and becoming advocates in the autism community.

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