Self-advocacy skills are important for all students but are seldom taught. Research tells us that students who can self-advocate fell more in control of their learning and stay in school longer. Why don’t students advocate? They fear that reminding teachers of their accommodations or asking too many questions will make teachers dislike them
This book uses teens to teach other students how to self-advocate. Each book presents a student with a common problem. The teen explains to the student that there are things that the student can do and things that the teacher can do to help the student be more successful. The student identifies strategies that will work for him/her. After that, the student identifies polite and respectful ways to discuss tips or accommodations with the teachers.
Proven strategies specific to different disabilities
Student response sheets
Charts to track use of strategies
Self-reflection pages to review use of strategies
Chart for student to write his/her own strategies
Research tells us that students in upper elementary grades are able to self-advocate. Middle and high school students absolutely need to self-advocate. This information will be beneficial for RTI, IEP meetings, progress reports, and student staffings.
The Teens Teach Self-Advocacy series are offered for these disabilities:
1. Language Processing Disorders
4. Expressive Language Disorders
Check out the other resources in this series:
Teens Teach Self-Advocacy: Sensory Regulation
Expressive Language Disorder
Teens Teach Self-Advocacy: Expressive Language Disorder
Teens Teach Self-Advocacy: Fluency