1. Self-Advocacy and Self-Determination Skills for Student Athletes
Dr. Amber McConnell
Marcie Stickney
Division on Career Development and Transition

2. Knowing what you need and being able to ask for it.
What is Self-Advocacy?
Knowing what you need and being able to ask for it.

4. Barriers to Assertiveness/Self-Advocacy
Feeling quiet and too shy to speak
Feeling frustrated and ready to explode
Feeling like I don’t know what to do
Not liking the other person enough to try
Not knowing how someone else will react

5. Figure out what the barriers are,
then come up with a plan to overcome it!

6. How do you support athletes to be self-determined?
Provide opportunities for youth
to make choices
Encourage assertiveness
Encourage athletes to set their own goals
Allow athletes to take risks and make mistakes but also facilitate the processing and learning from those mistakes

8. Challenges Include:
Unfamiliarity with what to expect in postsecondary settings
Changing role of students and parents
Insufficient self-advocacy skills

9. Make a Good Impression First impressions are important
See Handout
First impressions are important
Impressions can help or hurt you
Show up to class on time
Be attentive in class
Be respectful
Submit assignments on time
Sit towards the front of class. You don't have to sit in the first row, but sitting towards the front conveys interest and a desire to learn.

10. The Syllabus, Decoded Information about the course
See Handout
Information about the course
Contact information
Required Readings
Course Components
Participation
Class Rules/Guidelines/Policies
Course Schedule
Reading List

11. Tips for Taking Notes Read Use visuals, outlines, and handouts
See Handout
Read
Use visuals, outlines, and handouts
Pay attention to signal words and phrases
Do not record every word

12. Conversation Starters
See Handout
If you want information or don't understand something…
If you have a problem you need help solving…
If you want to GET a report on your learning or progress…
If you have an idea or suggestion that would improve your learning…

13. General Strategies for Studying
See Handout
Don’t miss class
Budget time effectively
Seek help when needed
Prepare for Exams
Present Collegiate Quality Homework and Writing Assignments

14. You Missed Class: What Do You Do?
See Handout
Be aware of attendance, late work, and make- up policies
your professor before the class
Never ask if you “missed anything important”
Turn to your classmates for information

15. Apps for College Students
See Handout
Planners and Organizers
Time Management
Study Aids
Note Taking/File Storage
Voice Recorders/Dictation
Books
Math Resources
English Resources
References and Citations
GrubHub
Car locator

16. Athletes with Disabilities

17. What is Different About College?
Legal obligations of institution
IDEA vs ADA/504, student responsibilities vs institutional responsibilities
System for access and accommodations;
DSS office, self-disclosure, accommodations
Self-Advocacy skills are necessary

18. Evaluations are school’s
IDEA
ADA/504
School district is responsible for identifying and evaluating students with disabilities
Students must self-identify as having a disability and provide adequate documentation of disability
Evaluations are school’s
responsibility; conducted at no expense to student/parent
Evaluations/documentation of disability are student’s responsibility and expense
Parents must consent to evaluations and placement decisions
Student is responsible for advocacy and negotiating accommodation plans
IEP developed with parents,
teachers, and other specialists
Accommodation plan developed with student, Disabilities Services Office -- no IEP

19. What Documentation Is Needed?
Check with each individual college to find out exact requirements
Colleges tend to want documentation to be no more than 3 years old
Provision of documentation is the student’s responsibility and not that of the college or the public school system
IEP is not considered disability documentation

20. Why is Self-Identification Important?
Many students with disabilities are not taking advantage of disability support services on campus
Anxious to shed the “special education” label from high school
Parent is no longer the primary advocate
May not be aware services are available

21. Accessing College Disability Services
See handout

23. Students should know and be comfortable with:
Discussing his or her disability
What accommodations are helpful, those that are not, and why
Understanding their rights and responsibilities
Articulating strengths and weaknesses
Discussing what works best for them in an academic environment
Discussing overall learning style

24. Guide for Transition to Postsecondary Education
See Handout

25. Meeting with the Disability Office
See Handout

26. "All of us have two educations—one which we receive from others; another, and the most valuable, which we give ourselves.”
John Randolph, American legislator ( )

28. Dr. Amber McConnell ambermcc@ou.edu (405) 325-8951
Contact Information :
Marcie Stickney
Dr. Amber McConnell
(405)