Self-Advocacy Vocabulary Worksheet

Instructions

Define each term in your own words, give an example, and complete the matching and reflection.

1. Self-Advocacy
   • Definition:
     
     
     
   • Example:
     
     
     
2. Accommodations
   • Definition:
     
     
     
   • Example:
     
     
     
3. Rights
   • Definition:
     
     
     
   • Example:
     
     
     

1. Match the Terms to the Definitions
   Write the letter of the definition next to the correct term.Terms:
   a. Self-Advocacy _____
   b. Accommodations _____
   c. Rights _____Definitions:
   A. Adjustments or supports that help you learn (e.g., extra time on tests).
   
   B. Asking for what you need to succeed in school settings.
   
   C. Your entitlements under school policies and laws.
   

1. Reflection
   Describe a time you used self-advocacy in school, or imagine a situation where you could have used it. What would you say and do?

Self-Advocacy Reading Passage

Speaking Up for What You Need

Kara is a ninth grader who has always found reading assignments challenging. When her teacher gave a long novel, Kara felt worried. She knew that her Individualized Education Program (IEP) allowed her extra time on tests and quizzes. Kara decided to ask for accommodations, so she could focus on understanding each chapter without rushing.

Identifying the Need

First, Kara made a plan. She wrote down how much extra time she needed and thought about why it would help her learn better. She practiced what she would say, starting with a polite greeting and explaining her concern clearly. This step is part of self-advocacy: knowing your needs and preparing to ask for help.

Asking for Support

The next day, Kara met with her English teacher after class. She said, “Ms. Lopez, I read more slowly than other students, and I worry about finishing tests on time. My IEP says I can have an extra 30 minutes. Could I use that time for reading quizzes?” Her teacher smiled and agreed. Together, they filled out a simple form to make Kara’s request official.

Following Up and Building Confidence

After the first quiz with extra time, Kara completed all the questions and felt proud of her work. She thanked Ms. Lopez and planned to use the same accommodation for future readings. Kara realized that speaking up for her rights was not scary—it was a way to make sure she had a fair chance to succeed.

What barriers did Kara face?

What strategies did she use to advocate for herself?

Session 1 Discussion Guide

Objective

Help students analyze Kara’s self-advocacy story and connect the strategies to their own school experiences.

Preparation & Roles

• Arrange students in small groups (3–4 per group) around a table or cluster of desks.
• Assign roles in each group:
– Timekeeper (keeps track of discussion segments)
– Scribe (writes down key points on sticky notes)
– Reporter (shares the group’s ideas with the class)
– Encourager (ensures everyone has a chance to speak)
• Provide each group with sticky notes and chart paper.

Discussion Questions & Prompts

1. Identify the Barriers
   • What challenges did Kara face when she first got the novel?
   • How did her feelings (worry, fear of falling behind) affect her ability to ask for help?
   Possible follow-up: “Where did you see Kara’s worry in the passage? Why might that stop someone from speaking up?”
2. Analyze Her Strategies
   • What steps did Kara take to prepare for her conversation with Ms. Lopez?
   • How did having a plan help her feel more confident?
   Possible follow-up: “What might have happened if she hadn’t practiced what to say?”
3. Connect to Personal Experience
   • Have you ever needed extra help or accommodations in class?
   • What stopped you from asking, or what helped you find the courage?
   Possible follow-up: “Think of a time you needed support—what would you do differently after hearing Kara’s story?”
4. Expand the Conversation
   • Besides extra time, what other accommodations might students use?
   • How can you remind a teacher about your IEP or 504 plan in a polite way?
   Possible follow-up: “How would you explain your need without feeling embarrassed?”

How to Record & Report

1. Groups write each main idea or answer on a separate sticky note.
2. Post notes on chart paper under these headers: Barriers | Strategies | Your Ideas.
3. Each Reporter shares 1–2 highlights from their group in the whole-class wrap-up.

Wrap-Up (2 minutes)

• Ask one volunteer from each group to share one new insight they gained.
• Teacher highlights common themes and praises students for sharing.
• Transition to the next activity: Role-Play Scenarios.

Role-Play Scenarios

Use these cards to practice self-advocacy in pairs. One student plays the role of the student who needs support; the other plays the teacher or school staff. Switch roles after 10 minutes. Aim to use clear self-advocacy statements and key vocabulary (self-advocacy, accommodations, rights).

Scenario 1: Extra Time on Tests
You have a history quiz next week, but you read slowly and worry about finishing. Your IEP allows extra time, but your teacher hasn’t assigned it yet. You plan to ask for the extra 30 minutes you need.

Scenario 2: Clarifying Assignment Instructions
You received a group project outline but find the instructions confusing. You’re not sure how to divide tasks. Ask your teacher for a clearer explanation and examples of what they expect.

Scenario 3: Preferential Seating
You have trouble focusing when seated at the back of the classroom. Your accommodation is to sit near the front or away from distractions. Explain why you need to move and where you’d prefer to sit.

Scenario 4: Note-Taking Assistance
During lectures, you miss important details. Your 504 plan includes access to class notes. Request permission to use the peer-note-taking service or ask for a copy of the lecture slides.

Scenario 5: Frequent Breaks
Long class periods make it hard to concentrate. You have an accommodation for short breaks every 20 minutes. Talk to your teacher about scheduling quick stretch breaks during class.

Scenario 6: Testing in a Quiet Room
The noise in the testing room distracts you. You’d like to use a quieter space for exams as your IEP states. Ask your teacher how to arrange your test in the resource room.

Scenario 7: Extended Deadline
You’re working on an essay but need more time because writing is challenging. Your accommodation allows a 2-day deadline extension. Approach your teacher to request the extra days.

Scenario 8: Assistive Technology Access
You have approval to use speech-to-text software but your teacher forgot to enable it. Ask them to help you set up the software or remind the tech coordinator.

After each role-play, discuss:

• What phrases helped you clearly state your request?
• How did the “teacher” respond, and was it helpful?
• What would you improve next time?

Session 1 Warm-Up: Sharing Help-Seeking Experiences

Purpose

Activate prior knowledge about asking for help and set a supportive tone for learning self-advocacy.

Instructions (5 minutes)

1. Think (1 minute)
   Reflect silently on a time you needed help in school. Consider what you needed and how you asked for it.
2. Write (1 minute)
   On a scrap of paper or sticky note, jot down:
   
   
   
   
   
   
   • What help you needed
   • How you asked
   • How you felt afterward
3. Pair Share (2 minutes)
   Turn to a partner. Take turns reading your notes and answering:
   • What was the situation?
   • What did you say or do?
   • What happened next?
4. Group Reporting (1 minute)
   Volunteers share one partner’s example with the class. Teacher charts key words and phrases under the heading “Help-Seeking” on the board.

Transition: Point out that sharing these experiences helps us see common challenges and prepares us to learn strategies for speaking up effectively.

Session 1 Cool Down: Reflection

Purpose

Provide a brief moment for students to reflect on their learning, identify lingering questions, and set a goal for applying self-advocacy strategies.

Instructions (4 minutes)

1. On a sticky note, write:
   • One thing I learned today:
     
     
     
     
     
     
   • One question I still have:
     
     
     
     
     
     
   • One action I will try this week to advocate for myself:
     
     
     
     
     
     
2. When time is up, place your sticky note on the “Reflection Board.”
3. The teacher will briefly address common questions and highlight a few student actions.

Thank you for your participation and honesty!