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Self Advocacy
When students learn the skills necessary to speak up/or defend a cause or a person they are able to better represent themselves- their interests and preferences.

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Ashley Moore
Myriam Felix
Nicole Philips
Bethanie Radillo

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CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.

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Teacher can model how to ask and answer questions

Give students sentence frames they can use as a guide

Have students participate in group collaboration assignments/projects so they gain experience

Practice speaking in front of others to gain confidence

Give students an opportunity to practice leadership/communication skills often

Talk to students about having perseverance no matter the outcome

Students can practice how to express their feelings

Allow students to celebrate their big and small successes

Teach students how to reflect and analyze the outcomes, and adjust for next time

The Growth Mindset: Students can learn about using positive language and positive thinking

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Students with knowledge and understanding of self-determination skills will be able to advocate for themselves in all aspects of their lives. Students with disabilities will strive to grow within their self-determination skills so they can  successfully participate, and eventually lead, their own IEP meetings.

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Speech to text and Text to speech:

Students can use a device to take notes

Students can use a device to record information

Students can view videos as an example of how to self-advocate

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-Schools can invite motivational speakers to talk to students

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Self-Awareness
Once students begin exploring what makes them them, they are improving their future self-awareness

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- Dream setting activities (art, story)
- Activities based on disabilities/famous people with similar disabilities
-"This or That" worksheets

(Transition Coalition, 2021)

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Goal Setting & Attainment
Students utilize goal setting and attainment as they create goals for themselves and plan for their future.

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CCSS.ELA-LITERACY.SL.1.6

Produce complete sentences when appropriate to task and situation.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.

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CCSS.ELA-LITERACY.SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

CCSS.ELA-LITERACY.SL.1.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CCSS.ELA-LITERACY.SL.2.5

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

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Students may use speak to text devices

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Both families and teachers should aide our students in their quest for self-expression and self-awareness. This can be successfully implemented by letting students explore their creativity and various aspects of their life.

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Days Met Via Zoom
1/25
1/26
Other Ways of Communication
Group Text (Constant/OnGoing)
Shared Google Slides
Shared Canva Infographic
Shared Padlet
Email

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- Goal-planning activities.
- Role-play activities to help students practice problem-solving.
- Planning curriculum such as Steps to Self-Determination, NEXT Step, Self-Advocacy Strategy, and Student-Directed IEP.

(Transition Coalition, 2021)

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- Computer/laptops/iPads
- Speech-to-text
- Text-to-speech

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- All staff members at a school can support students (i.e. teachers, teacher's assistants, counselors, occupational therapists, etc.)
- Students can participate in classroom jobs.

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Problem Solving
When students learn how to communicate and how to handle conflict, they are more capable of effectively solving problems.

# data[].attributes.body
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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- Role-playing activities to practice communication skills.
- Activities to teach students how to appropriately handle conflict.
- Activities to teach students how to identify resources/services.

(Transition Coalition, 2021)

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- Computer/laptops/iPads
- Speech-to-text
- Text-to-speech
- Proofreading programs such as Grammarly

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- The school's Speech and Language Pathologists can help students enhance their communication skills.
- The school's counselors can help students practice handling conflict.
- All staff members at a school can support students (i.e. teachers, teacher's assistants, counselors, occupational therapists, etc.)

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Self-Advocacy
Valuing oneself, valuing others, and self-advocacy go hand in hand. When students learn the ability to speak up for themselves, defend ideas, causes and others, and learn to express their wants and needs at a young age, it becomes innate as they grow and enter society prepared to be contributing members.

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CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.

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- Understanding rights and responsibilities activities such as modeling, role play, and practicing internal locus of control
- Role play activities to help students engage in collaborative relationships with others and that allow for reflecting and self-assessing
-Activities that focus on mindfulness as a practice of valuing oneself, gaining self-esteem and self-worth and growth mindset
- Introducing and discussing the I-PLAN Self-Advocacy Strategy

(Transition Coalition, 2021)

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- School-wide implementation of mindfulness techniques, social emotional learning, and restorative justice
- The school counselor and teachers can implement strategies to help students navigate advocacy through role-play, modeling
- Ted Talks featuring age appropriate speakers and topics

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- Computers/iPads/laptops
- Speech-to-Text
- Text- to- Speech

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (8thed.). Boston, MA: Pearson.

Chapter 12 – Special Considerations

Transition Coalition. (2021) The essentials of self-determination. https://transitioncoalition.org/blog/self-determination-introduction/

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Learn to help write your own IEP. This guide will show you how to develop an IEP, how to prepare for the meeting, and how to participate. Learn how to organize the meeting and invite people. Take charge of your own education.

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- IDEA requires that schools/districts invite students to their IEP meetings before students are 16-years-old
- IDEA requires that students are given age-appropriate transition assessments to determine their strengths, needs and interests

(Transition Coalition, 2021)

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Characteristics of a self-determined person include:

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Characteristics of a self-determined person include:

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- Being aware of one's strengths and weaknesses
- Being able to communicate, collaborate, and network
- Being able to make choices, set goals, and utilize resources without infringing on others' rights

(Transition Coalition, 2021)