Student Self‐Advocacy
What Is Self-Advocacy
Three steps to self advocacy• Self‐advocacy can be defined in several ways:
o Learning to speak up on your behalf and ask for what you need.
o Learning to take charge and be more independent.
Can Learn Society, 2014
1
2
3 Communicate your needs appropriately
Know what supports you need to be successful
Know your self as a learner
What Does Self-Advocacy Look Like?
• Students are aware of their rights and know how to present themselves responsibly.
• Students are more likely to go to a teacher for accommodations and feel more responsible for their education.
• Students are able to find and use resources available to them.
McArthy, 2007; Jones, 2006
When Should We Start Teaching Self-Advocacy?
• The process of developing self advocacy skills should begin early and develop as the student moves through high school.
• Teachers can assist students with learning disabilities in taking risks.
• Principals are influential educational leaders and their leadership is closely linked to student performance and development of self‐advocacy skills.
Awareness of personal
preferences, interests, strengths,
and limitations
Self‐evaluation skills
Problem‐solving skills
Ability to differentiate
between wants and needs Ability to consider multiple
options and to anticipate consequences for decisions
Ability to make choices based on preferences, interests, wants, and
needs
Ability to initiate and take action when needed
Ability to evaluate decisions based on the outcomes of previous decisions and to revise future decisions
accordingly
Ability to set and work toward goals
Persistence
Self‐confidence
Pride
A striving for independence while
recognizing interdependence with
others
Ability to self‐regulate behaviour
Independent performance and adjustment skills
Creativity
Ability to use communication skills such
as negotiation, compromise, and
persuasion to reach goals
Ability to assume responsibility for
actions and decisions
Self-Advocacy Characteristics
Self-Advocacy Card: A Resource to Help Build Self-Advocacy Skills
Self Advocacy Card• Personalizes a student’s strengths and needs.• Outlines the accommodations and supports that a student may require in the classroom.
• Enables students to better understand and identify the“tools for success” that they need.
• Empowers students to become comfortable asking for the supports that they need.
What Actions Do Students Take Once They Understand Themselves Through Their Action Card?
LDAWE B.E.S.T. — Steps for Self‐Advocacy
Decide whether you need help
Remain calm and use a pleasant or neutral voice
Requesthelp
Describe your issue
LST Pilot — Participating Schools
• Coronation
• Talbot Trail
• Queen Elizabeth
• Kingsville Public School
• Maxwell
• Colchester North
• Dr. David Suzuki
• Herman Secondary School
• Sandwich Secondary School
• LaSalle Public School
Pilot Resource - SOAR
What was the feedback ?
• Take some time to look through the resource “Some Assembly Required”
Some Assembly Required:A Guidebook for Learners
Soar Resource
Benefits
• Good conversation starter for discussions with students• Allows students to open up and share their concerns, fears, and anxiety about high school
• Clear and easy to understand with relatable examples• Sections can be selected to discuss self‐advocacy• Contains a skills and weakness checklist• Other sources like “YouTube” and “personality tests” can be used to augment the program
• Beneficial for use with all students
Challenges
• Upfront challenges• time‐consuming at first • difficult to complete fully
• Not enough time to take students out of their classes to complete• Some homeroom teachers are not supportive of students missing time away from curriculum
• A PDF version would be useful
Examples
Graphic Organizer
CARD
Popplet
Pamphlet
Card
Bookmark
Griffbook
Self-Advocacy Skills and the IEP
McCarthy, 2007
• It is important for students with learning disabilities to not only be the receiver but also the “author” of their accommodations.
• Students should become increasingly involved in their IEP, as they move through elementary and secondary school.
Observing a student’s ability to meaningfully contribute to the IEP provides a way to measure the effectiveness of self‐advocacy instruction.
Summary
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