By Catherine Kloss, Ed.S., NCSP
The Importance of Self-Advocacy
Self-advocacy is an important skill for all to learn. It entails an understanding of one’s needs as well as the ability to communicate those needs to others as a means of gaining some type of support. Advocating for oneself allows for greater access to the world around you. This simple act opens doors and provides opportunities that may not have otherwise existed.
The practice of implementing self-advocacy as a neurodivergent individual may not come naturally. Many neurodivergent individuals struggle with this skill for a variety of reasons, some of which may include thoughts of being judged by others, a lack of true understanding of their needs, or trouble identifying how to properly communicate their needs to those who can assist. In a fast-paced and ever-changing world, individuals who self-advocate are more fulfilled. When their needs are met, they lead happier lives. Thus, it is of utmost importance for neurodivergent individuals to master this impactful practice.
As a school psychologist and case manager working with clients at the high-school level, I have seen time and time again neurodivergent students on my caseload struggling with self- advocacy. This challenge causes a snowball effect to occur; students fail to self-advocate, grades drop or social problems arise, and the cycle continues. The majority of conversations with my students as well as their parents consists of educating all parties about the importance of self-advocacy. However, the students still remain unaware of how to carry out this important skill. I then develop a plan to teach the skill to the students.
Teaching Self-Advocacy
How do I teach the skill, you may ask? I teach the skill by modeling through real-world scenarios followed by praise. For instance, if a student approaches me with concerns regarding his or her grade in a specific class, we begin the conversation by inquiring as to how the student asked for help. Typically, the student will express that he or she did not ask for help. I brainstorm with the student various ways to ask for help. The methods vary greatly, as a student with selective mutism may wish to email a teacher, while a student with ADHD may prefer to speak to the teacher in person. Once the student selects a comfortable approach for self- advocating, I initially assist the student in carrying out the process. I offer praise to the student throughout the learning process.
Once the skill has been taught, it must be reinforced. I approach reinforcement through a multifaceted lens. If a student has an Individualized Education Plan, I may incorporate a self- advocacy goal into the document. This brings an accountability aspect to the skill, as data must be collected to ensure that student is progressing towards meeting the goal. Additionally, I encourage the use of the skill in everyday scenarios. Whenever a student approaches me with a problem that can be addressed via self-advocacy, I encourage the student to practice, practice, practice. Slowly but surely, as the student masters this concept, the results of his or her hard work becomes clear. This positive feedback instills a growth mindset in the student.
I foster the growth mindset amongst neurodivergent students by providing them with an opportunity to practice this skill through participation in their Individual Education Plan meetings. Students are always invited to their meetings and play a large role in the discussion. Through open dialogue between all participants, students learn to speak up and ask the tough questions. Students engage in self-reflection and refine their ability to communicate their needs to others. They develop independence and a skillset that will serve them for life.
Skills to Last a Lifetime
For neurodivergent individuals, self-advocacy is a skill that will be needed and used throughout life. If a student decides to pursue postsecondary education, they may require accommodations in the college setting. When pursuing a job, a neurodivergent individual may need to request specific types of support. Self-advocacy will be utilized in social scenarios as well. Once the concept of self-advocacy has been mastered in any of the aforementioned scenarios, neurodivergent individuals will gain a sense of accomplishment and self-pride.
Because self-advocacy is so important and truly allows neurodivergent individuals to thrive, it is necessary that the skill be taught from a young age. There are various methods of explaining this concept to those of all ability levels, but the key is that a sense of self-awareness and confidence is built. Neurodivergent individuals learn to take control of their lives by making decisions, setting boundaries, and achieving success. Neurodivergent individuals discover how to use their “voice”, however that may look, for the benefit of themselves and others. Once they master self-advocacy, they may be inclined to collectively advocate for the needs of a community at large. This is how the world will become a better place for both neurodivergent and neurotypical individuals alike.
Catherine Kloss, Ed.S., NCSP is a nationally certified school psychologist who works in a public high school district in New Jersey. She teaches her students executive functioning skills through a study skills group that she runs weekly. Catherine is passionate about helping neurodivergent individuals reach their highest potential.
