“Do it yourself!”  This statement is often heard in reference to school work as well as tasks related to school such as carrying your own backpack, putting your own coat away and gathering materials needed for a project or class.  

While self-sufficiency is always important for students as we prepare them for life as independent adults, there is another side of this we want to explore.  In my mind, self-sufficiency does not refer only to carrying out a task on our own.  It also includes the skill of knowing when to ask for assistance.  This is particularly true for students with physical disabilities.  

There is a tendency for those around these students to get in the habit of doing tasks automatically…without being asked.  This is certainly understandable but it is not always in the best interest of the students in becoming independent adults.  

Adults with physical disabilities need to have the skill of not only asking for assistance but directing others in the process.  One woman I knew would ask me to write her appointments in her schedule book for her.  She was able to remind me to do it, tell me where her schedule book was located and what she wanted me to write.  Another person I knew would ask cashiers to take his wallet out of his bag, remove a specified amount of money, show him the cash and place the receipt in the wallet before returning it to his bag.  The ability to ask for this assistance and to provide specific directions politely enhanced the independence of these individuals and their ability to participate in activities of their choosing. 

Teaching these skills begins early.  We can begin by teaching young students to request assistance with physical tasks as needed.  We can then enhance this skill by encouraging them to provide specific instructions.  Tasks might include: 

• Opening doors, lockers and cabinets
• Collecting and positioning materials
• Moving to various places within the environment
• Eating and drinking
• Completing school work

Students could produce these requests by formulating a message word-by-word or letter-by-letter using core word strategy or keyboards.  This is certainly an appropriate skill to accommodate unusual situations.  However, many of these requests will occur consistently.  Let’s increase the student’s efficiency by programming in these frequently occurring requests in “My Phrases” in the Series 5 software under the “Wants and Needs” tab on the DynaVox Maestro, V+ or Vmax+, or the “Needs and Wants” tab in “Quickfires” on the DynaVox Xpress.  You might also consider programming them within the topic where they will be used (e.g., classroom, cafeteria, bus).