SELF-ADVOCACY
PRESENTATION
ASD
OVERVIEW
Self-advocacy is a term used to describe the ability to communicate or act on one’s own behalf and interests. This is a
very important skill for individuals with autism spectrum disorder (ASD) for increasing independence throughout their
youth and into adulthood. An example of self-advocacy is the individual being personally involved in communicating to
peers and others information about him or herself versus teachers, parents, or others conducting training sessions on
their behalf. This approach may promote greater understanding and more inclusive opportunities for the individual with
ASD.
A presentation template has been developed to assist individuals with ASD create a story about themselves. There is a
sample that accompanies this overview and is only a guide and can be modified to meet the needs of the individual. The
content can be as personal, interactive, or creative as the individual desires. A peer, sibling, or others can also assist with
needed technology or media to create and edit the presentation.
The following are considerations when developing a self-advocacy presentation:
 Construct to aid others in understanding the individual’s similarities to peers in interests and activities such as sports,
music, hobbies, extracurricular activities etc. Other areas to include may be strengths, specific challenges, and ideas
to better communicate and support the individual in the school or other settings.
 Topic areas of the presentation may include:
 Things I like to do—like you (e.g. going places, being active, sports, hobbies, spending time with my family)
 What it means to have ASD (brief overview that participating students can understand)
 Everyone with ASD is different, and has their own ASD (characteristics of the disability varies by person)
 What is easy for me (e.g. classes, interests, hobbies)
 What is hard for me (e.g. daily challenges, sensory triggers—see Thought Starters on next page)
 Example of what it is like to have ASD (video or pictures)
 Ignoring, making fun of, or not including me may be a form of bullying
 Friends are important to me too (ways we can be friends and connect)
 Famous people with ASD (lets the audience know people with ASD can achieve great things)
 Develop with as much involvement and guidance from the individual as possible.
 Involve the family in the process to capture the spirit of the whole person. Use pictures and interests outside of school
to connect the audience to the individual on a more personal level.
 Attention to age and grade level, including specific activities and features of a school environment.
 Tailor to the individual’s language, needs, interests, strengths, challenges, effective supports, and personality.
 Use pictures, video, music, and graphics that allows the audience to get to know the individual on a more
personal level.
 Use a peer to read slides, voice output device, or other form of communication if the individual has limited verbal
skills. They may still be able to reference the slides and be an active part of the presentation.
 Use language on the slides that the individual uses to describe their disability, e.g. “autism”, “the spectrum”,
“the autism spectrum”, “autism spectrum disorder”, or something else.
SELF-ADVOCACY
PRESENTATION
ASD
THOUGHT STARTERS…
The following are ideas that may be helpful in developing and differentiating presentations for elementary, middle, and
high school students and areas that may present challenges at school, at different ages and grades.
School Setting
Elementary School (Grades 2-5)
Middle School (Grades 6-8)
High School (Grades 9-12)
Static classrooms—limited rotations
May rotate 1-7 classes per day;
responsible for getting to classes on time
May rotate 1-7 classes per day;
responsible for getting to classes on time
1-2 teachers
Multiple teachers with different
expectations, knowledge,
understanding; typically a home room
Multiple teachers with different
expectations, knowledge,
understanding; typically a home room
Same students in assigned classroom
throughout the year
Different students in different classes
Different students in different classes
Structured, teacher-directed homework;
more limited accountability
Less structured, more student-directed
homework; more student accountability
Less or unstructured, student-directed
homework; student is accountable
Ride elementary bus or sit with
elementary kids on the bus
May be mixed grades on the bus
May be mixed grades on the bus
Parents may provide transportation; ride
with siblings; ride with others
Parent may provide transportation; ride
with siblings; ride with others
Parent may provide transportation; ride
with siblings; ride with friends; may drive
to school
May share lockers or have own locker
with NO combination
Locker may have combination and may
be shared
Locker has combination and may be
shared
Recess 1-3 times per day
No recess
No recess
Lunch is structured and timed; food
choices may be limited
Lunch is less structured; more food
choices (ala carte); paying for lunch
Lunch is unstructured; more food
choices; may be able to leave the
building; paying for lunch or have card
Puberty not reached, but prepubescence may begin
Pre-pubescent
Full puberty
Intermixed genders as friends
Gender specific friends; sexuality
emerges
Gender specific friends; sexuality
realized
Bullying may occur; more teacher
contact
More opportunities for bullying and
victimization; some structure
More opportunities for bullying and
victimization; less or unstructured
Social media connections emerge
Social media prevalent and some
students active; cyber bullying
opportunities
Social media prevalent and most
students active in multiple form; cyber
bullying opportunities
SELF-ADVOCACY
PRESENTATION
ASD
THOUGHT STARTERS…
The following are ideas that may be helpful in developing and differentiating presentations for students in home and
community settings, and considerations in each of those areas.
Home and Community Settings
Description
Home
Community
Favorite activities
Hobbies and interests such as games,
television shows, movies, hanging out in
room
Place vacationed; recreational activities
such as parks, swimming, skating,
shopping, taking drives, etc.
Favorite foods
What do I like to snack on or eat when
the person is home
Restaurants or places the individual likes
to eat out; snacks or special places the
individual likes to go
Family and friends
Descriptions of who people are and the
role they play in the individual’s life
What types of activities does family and
friends do in the community with the
individual
What is challenging
Transitions, staying on task or finishing
things, meal times, certain foods, safety
in the home, relationships with family or
friends, etc.
Riding in the car, ending an activity,
sitting at a restaurant, going into a store;
understanding safety in the community,
understanding navigation in the
community
Supports and help
Supports that help the person at home
(e.g. schedules, checklists, timers);
siblings and others that help facilitate
supports
Supports that help in the community
such as checklists, self-management
tools such as what is and is not
appropriate behavior (where and when
the person can exhibit the behaviors)
Other
Any other home based information that
may be fitting for the presentation
Any other community based information
that may be fitting for the presentation