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Self-Advocacy

Most special educators think of self-advocacy as a skill to be taught to high school students with disabilities. Why wait that long?

Every child wonders why they need to be special education. Most believe the reason is because they are stupid! Few students can state why they are in special education and even fewer can state what accommodations they need to be more successful in general education (and later on a job or in a post-secondary education).

What are the basic skills of self-advocacy?

  1. Understanding the disability
    • Can the student state 3 major characteristics of his/her disability?
  2. Understanding how the student learns
    • Can the student state 2 ways he/she learns best?
    • Can the student state a teaching situation that he/she has difficulty learning?
  3. Identifying accommodations that provide the student access to instruction
    • Can the student identify the accommodations listed in the IEP?
    • Can the student make a statement regarding his/her legal right to these accommodations?
  4. Participating in IEP meetings
    • Does the student participate in IEP and other meetings?
    • Does the student lead the IEP and other meetings?
    • Can the student current progress on goals in his/her IEP?
  5. Understanding of rights and responsibilities
    • Can the older student state basic legal rights and responsibilities?
    • Does the student accept responsibility for his/her role in situations?

Students in middle school can learn these skills. High school students MUST learn these skills as part of transition planning. Adjustments need to be made based on cognitive abilities, but students need these skills before leaving the public school setting.

In the Members Only area, you will find one way to help students approach teachers and talk about their accommodations. An Accommodations Communication Form for students to complete and share with teachers is included.