Purpose Self-advocacy skills training services are designed to help youth: - Learn about disability history and culture from which they will learn about their rights and accompanying responsibilities
- Understand and be able to explain their disability to others in a "shoulders back, head up, no apologies" approach
- Understand and request the accommodations they need to succeed in school and work
- Understand and request ancillary aides that help them enjoy full inclusion in the community and recreational activities
- Gather information and make informed choices
- Voice their choices to others
- Find mentors with and without disabilities
- Serve as a mentor to others
Counselor Role: Voice Coach In this aspect of Pre-ETS, the VR professional may assume the role of Voice Coach, believing in students and providing the encouragement they need to develop self-determination and self-advocacy: their voice. Self-reliant students are prepared, in turn, to mentor others and help them find their voices. Supporting Evidence -
Research indicates that self-efficacy, self-determination, and self-advocacy skills lead to academic success for young adults with disabilities in college (Jensen, Petri, Day, Truman, & Duffy, 2011; Lombardi, Murray, & Kowitt, 2016). -
In general, young adults who have high self-efficacy beliefs will likely have a sense of purpose in life that will naturally lead to academic success in college (DeWitz et al., 2009) GP-2 -
Youth and young adults who cultivate developmental relationships with their friends, families, colleagues, mentors, supervisors, and leaders are more likely to experience success in their personal and professional lives (Search Institute, 2017). GP-2 -
Learning about legal rights to accommodations in different settings, benefits, limitations of disability disclosure, and how to approach employers about accommodation requests are important tasks for youth with disabilities as they transition to employment (Lindsay & Sanford, 2013). GP-2 -
Research indicates that young adults with disabilities can benefit from developing explicit plans for how and in what manner they disclose their disability status (McGahey, Waghorn, Lloyd, Morrissey, & Williams, 2016). GP-2 -
One study found that youth with disabilities participating in an employment training program reported that they benefited from discussing and practicing disability disclosure and requesting accommodations with program staff before worksite placement (Lindsay & Sanford, 2013). GP-2 -
McGuire and McDonnell (2008) discovered a predictive relationship between time spent in recreation and self-determination. In other words, as youth and young adults with intellectual disabilities spend more time in recreational activities, they will likely exhibit higher self-determination skills and behaviors. GP-2 -
Lindsay et al. (2015), in their review of mentorship programs for youth and young adults with disabilities, share in their analysis that mentoring can lead to positive outcomes (e.g., self-determination, quality of life, knowledge of school and work supports, social skills, employment outcomes) impacting school and employment. GP-2 |