Neurodiversity and Advocacy

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Neurodiversity and Advocacy

Self-Advocacy

Teachers need to teach students how to self-advocate in high school to prepare for future

Can use role-playing, social stories, problem solving activities as well as group discussions

Create assignments that have students self-identify and brainstorm strategies that help them learn and acheive academic succuss

Creating IEP's for Moderate to Severe Disabilities

Important to have a conference with parents and to record observations of the student in order to create attainable and functional goals

After each marking period, the IEP goals can be adjusted or broken down into smaller steps if the learning is processing at a slower rate than was anticipated

Goals should be functional that they can generalize outside of the calssroom

Goals should be based on students "zone of proximal development"

Goals should be based on how they can become the most independent when they leave the classroom setting

Need to view the IEP as a working document and record any meetings with parents in regards to the IEP in the "Consultation" section of the IEP

Ensure you store IEP in the OSR

Applied Behaviour Analysis

Negative Consequences

traumatic for the student because facilitator can restrict movement

Vulnerable to abuse because in ABA, they are not allowed to say no

Repetitive skills 8 hours a day, denies them free play with peers

ALTERNATIVES

AAC PLATFORMS

UNIVERSAL DESIGN FOR ALL

DETERMINE THE ROOT OF BEHAVIOUR

oppressive

-teaches autistic people to mask behaviour

The facilitator does not care about why a behaviour is occuring, only how to get rid of it

Transitions Leadership

Why

they have to self-advocate in post secondary

They have to contact Accessibility Services to register in order to receive accommodations in their classes

They need to provide proper documentation to prove their learning disability

They need to provide two letters to their new teachers to prove they deserve accommodations

Teaching students self-advocacy is important because they can have extra time in class, one exam a day, alternative test taking area etc...

How

Prepare students before they reach post-secondary to self-advocate for themselves.

Give students more responsibilities in school

Neurodiversity

Promote neurodiversity language and ensure high expectations for all learners

Use technology to assist students to demonstrate their learning such as speech to text technology or AAC devices

Use the strengths of a student to shape instructional and formative assessments

Working Collaboratively

When working with parents or collegues, it is important to activiely listen to the other persons point of view

Important to keep the lines of communication open

Follow up after an argument to debrief and to resolve issues. Important to document interactions.

If no resolutions can be made, incorporating a facilitator is extremely important