2. For more information contact Valerie Paradiz at val@autismselfadvocacy.com

3.  Pro-active rather than Re-active  Teaches Autonomy rather than Dependence  Implemented in a group and/or one-to- one  Meaningful and Relevant interventions  Person Centered  Evidence-based

4. 4 Accurate assessment of the circumstances Functional Self-Regulation/ Monitoring Skills += The ability to select and implement a reasonable solution that will meet our needs and allow us to successfully Self-Advocate

5. 1. Scan for possible challenges in his/her social and sensory environments 2. Develop a plan to explain accommodations or needs to resolve the challenge 3. Implement individualized self-advocacy plan (Paradiz, 2009)

6. › Entitlements and Civil Rights › Understanding of IEP › Self-disclosure  Partial  Full › Self awareness of strengths › Self awareness of discomforts and tendencies

7. › My Advocacy Scripts › My Advocacy Action Plans › My Individualized Education Program (IEP) › Notes for My Transition Plan or My Individual Service Plan (ISP) › My Favorite Advocacy Resources, Support People, and Mentors › My Articles, Commentaries, and Reflections on Topics in Self- Advocacy Individualized tools and strategies for becoming more independent and effective in day-to-day interactions with environments and people

8. University of Toledo Center for Excellence in Autism 3000 Arlington Ave. MS 1161 Toledo, OH 43614 419.383.3030 autisminfo@utoledo.edu