Self-Advocacy Skill Development- The How and Why

IEP ToolboxSelf-Advocacy Skill Development - The How and WhyAs we strive to teach students with disabilities self-advocacy skills, we havea perfect opportunity for them to exercise these skills when they attend theirIEP meeting. The IEP team can be supportive and, with leading questions,draw out the responses the student will need to use in the future. The studentcan advocate with the attached worksheets as a script. There are twovariations of the worksheet that can be reviewed to find the best match to thestudent’s ability.We need to consider outcomes at an early age for students with disabilities.They will need to adjust to the differences between the IDEA and Americanswith Disabilities Act (ADA) once they have completed their publiceducation. They will be leaving a system of entitlement and moving into asystem of eligibility. Having self-advocacy skills will help studentsimmensely.The worksheets were developed when IDEA replaced 94-142. At that timethe IDEA Partnership was organized and NEA (National EducationAssociation) became a member. This is an example of documents theydeveloped in the partnership to assist in implementing the federal law at theindividual student level.©PSEA, 2007

Increasing Student Participation in the IEP MeetingsAbout MeWhat I like about school . . .I need help in school with . . .Learning is easier for me when myteacher . . .Learning is easier for me when I . . .©PSEA, 2007

Increasing Student Participation in the IEP MeetingsI would like you to know these things about me:My disability is . . .I have difficulty with . . .My strengths are . . .I am most successful in school when . . .The accommodations I like to use the most are . . .Other things I would like you to know about me andmy school program . . .©PSEA, 2007