Self-Determination & Advocacy

Self-determination is when people make choices and decisions based on personal preferences and motivations. Self-determination is a process that assists the individual in designing and exercising control over one's own life. People who have stronger self-determination are able to make their own choices, manage their time, solve problems, advocate for themselves, set goals, and make plans to reach these goals. Self-advocacy is the ability to articulate one's needs and make informed decisions about the support necessary to meet those needs. For individuals with limited hearing, improved self- advocacy skills contribute to increased quality of life, sense of empowerment and control, and overall well-being. Practicing self- advocacy is a critical element of the developmental process, and individuals who practice are better prepared to self- advocate in the future. It is important that individuals with limited hearing interact with role models who have similar levels of limited hearing. Role models can share their personal experiences with advocacy and offer insight into effective self-advocacy strategies. The positive impact of exposure to role models cannot be over-emphasized. The skill areas pertinent to Self-Determination and Self Advocacy in the ECC-DHH include: Self-determination, Self- advocacy, Advocacy for Community Resources and Supports, Cultural Awareness, and Accommodations and Auxiliary Services. 

In the rubric below, "Emerging" begins for the family when the child is identified with limited hearing. Typically, “Early” refers to early elementary years, “Intermediate” is late elementary and middle school, while “Advanced” is completed by the end of high school. The subskills are listed according to a hierarchy of development. Students, including those identified later, may have learning gaps that require subskills from earlier stages to be addressed. Some subskills are listed in more than one column indicating the possible need to revisit the skills at a more sophisticated level. Subskills may be adjusted and selected as needed. Not every subskill may need to be addressed. Assessing these subskills may be completed informally or formally. See the ECC-DHH Assessment section for suggestions.