TheGuide to Self-Advocacy Skill Developmentis a suggested sequence for students to attain self-advocacy skills from preschool through grade four, after which students should be able to repair communication breakdowns and advocate for their listening and learning needs appropriately. This hierarchy is a useful assessment tool as it provides age expectations for specific skills.
The handout Using the Ida My World Counseling Tool with Children pairs communication expectations and psychosocial stages of development with age-related expectations for self-advocacy and suggests how the Ida My World Counseling Tool can be used in conjunction with other freely available checklists to foster conversations with children that will provide information about their challenges and self-advocacy skills. More information on this Tool is provided below.
The Informal Inventory of Informal Inventory of Independence and Self-Advocacy Skills for Deaf-Hard of Hearing Students has questions related to independence, self-advocacy, peer interaction, community and also a section specifically for students who use an interpreter. The checklist results in a score that is related to a qualitative scale of independence and self-advocacy skills.
The After LIFE questions of the Listening Inventory For Education – Revised suite of checklists is designed for students grade 3 and above (age 8+) to identify which strategies they use under 6 challenging situations. There are 22 positive strategies and 12 negative or neutral strategies. Progress can be monitored over time. The second page of the Teacher LIFE (Teacher Checklist: Self-Advocacy and Instructional Access) can be used to obtain teacher input on the student’s level of independence and self-advocacy.