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Self-Advocacy and Self-Determination Skills for Student Athletes

Self-Advocacy and Self-Determination Skills for Student Athletes. Dr. Amber McConnell Marcie Stickney Division on Career Development and Transition. What is Self-Advocacy?. Knowing what you need and being able to ask for it. Barriers to Assertiveness/Self-Advocacy.

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Self-Advocacy and Self-Determination Skills for Student Athletes

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

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

  3. 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

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

  5. 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

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

  7. Make a Good Impression 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.

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

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

  10. 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…

  11. 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

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

  13. 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

  14. Athletes with Disabilities

  15. 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

  16. 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

  17. 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

  18. Accessing College Disability Services See handout

  19. Students should know and becomfortable 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

  20. Guide for Transition to Postsecondary Education See Handout

  21. Meeting with the Disability Office See Handout

  22. "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 (1773-1833)

  23. Contact Information : Marcie Stickney marcies@norman.k12.ok.us Dr. Amber McConnell ambermcc@ou.edu (405) 325-8951

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