Self-Advocacy in the Schools
"You have to let the teacher know that you want to learn, that you want to do the work so that the teacher doesn't think you don't want to do the work". student
Self-determination is associated with greater quality of life and more positive adult outcomes. One of the key subsets of self-determination is self-advocacy. Self-advocacy instruction for high school students should include understanding rights and responsibilities, effective communication and negotiation skills, identifying and requesting accommodations and modifications, and instruction on participating in and even directing one's own Individualized Education Program (IEP) meeting. To be most effective, this instruction should also be designed to help students generalize their self-advocacy skills and knowledge to environments outside the school setting, such as college or the workplace.
As students achieve proficiency, the next level of self-advocacy for individuals with disabilities is instruction for applying those skills in a larger, systemic context: a collective effort to ensure the rights of all individuals with disabilities are honored and protected. Shaping a society to respond to the needs and rights of individuals with disabilities requires that self-advocates develop leadership skills, as well as other self-advocacy skills.
Many ways exist that teachers can use to help students with disabilities develop self-advocacy skills. A teacher, paraeducator, parent or volunteer can serve as co-leader or advisor to students who have decided to form a support group. The purpose of the group is to help students better understand and describe their disabilities and more effectively advocate for their academic needs.
If the group so desires, it can formalize as a self-advocacy group. People First of Anchorage is a chapter of a national organization that has created a process for establishing self-advocacy groups. They have produced materials that can assist the newly formed group. They also are available to assist in the development and to serve as mentors to the students. (In the Appendix is the People First President and Advisor Training Manual from People First of Missouri)
It is more effective in the initial stages if participants meet during a class period and receive course credit that counts toward graduation. Initially, the group is co-led by the advisor and a student. The leadership can revolve to provide all the members opportunities to lead discussions, or, if it is the wish of the group, to formally elect a chairperson.
Self-Advocacy in the Schools | Table of Contents | Self-Awareness and Disability Knowledge