The Autism Society Event and Education Recordings Archive

Individuals with autism spectrum difference need tools for identifying their social and environmental needs. They also need strategies for scanning environments, requesting modifications, and knowing how and when to disclose their condition either partially or fully. The ISA curriculum and teaching model, developed by the presenter (an educational specialist, parent of a child with autism, and an individual with Asperger's syndrome) shows how teaching skills in self-advocacy is as essential as fostering social competence. These are tools for a lifetime. In school, college, employment, residential, and agency environments, individuals classified with autism spectrum and related diagnoses often receive limited support in understanding their condition. If an individual has an opportunity to learn about his or her diagnosis, this is only a first step in self-awareness. Children and adults with ASDs need tools for identifying their social and environmental needs. They also need strategies for scanning environments, requesting modifications, and knowing how and when to disclose their condition either partially or fully.
For more than ten years, adults diagnosed with autism spectrum differences have been hard at work creating a network of organizations and peer support groups devoted to articulating autistic experience, sharing advocacy strategies, practicing self-disclosure, understanding their legal rights, and developing plans and agendas for change. The Integrated Self Advocacy (ISA) curriculum and teaching model derives its inspiration and educational philosophy from these adults, who have taught us that possessing skills in self-advocacy is as essential as learning social competence. However, becoming a self-advocate doesn’t happen in a vacuum. Individuals with ASDs and related conditions need support in understanding and accepting the diagnosis (inasmuch as they are capable of doing so), cultivating sensory and social self-awareness, and using information about ASDs to make informed decisions and requests.
It takes a village to support the emerging self advocate with ASD. Developing an integrated program that includes teachers, therapists, school administrators, case managers, support providers, employers, community members, and families gives individuals with ASDs tools for a lifetime. This session provides an overview of the key components of training and support needed to initiate and formalize a self-advocacy program, with emphasis on integrative collaboration among all stakeholders.
Themes of the session include: Sharing the Diagnosis, Fostering Family Approval and Preserving Confidentiality, Introduction to the Integrated Self Advocacy Curriculum (ISA) and Self Advocacy Portfolio, Points on Systemic Implementation, Developing Original Lesson Plans and Interventions, Identifying Individual Self Advocacy Goals, Meshing Goals with the IEP or ISP, Creating a Transition Plan that Meets Federal Mandates and Includes Self Advocacy Goals and Strategies, Adaptation of Curriculum and Support Strategies for Individuals Who Are Nonverbal or Who Are Using Assistive Technology, Sign, or Visual Systems for Communication.

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