Lesson Plan
Self-Advocacy Skills Builder
Students will define self-advocacy and identify situations where it is important. Students will learn and practice communication strategies to effectively express their learning needs and preferences.
Learning to self-advocate helps students take an active role in their education, leading to greater independence, improved academic outcomes, and a stronger sense of self-worth. It equips them with a lifelong skill to navigate challenges and seek support.
Audience
7th Grade Special Education Students
Time
75 minutes
Approach
Through interactive discussion, scenario analysis, and role-playing, students will build confidence in self-advocacy.
Prep
Teacher Preparation
20 minutes
- Review all generated materials: Self-Advocacy Skills Builder Lesson Plan, Your Voice, Your Power Slide Deck, When to Speak Up Scenario Cards Discussion, Role-Playing Self-Advocacy Scenarios Script, and My Advocacy Action Plan Worksheet.
- Prepare to project the Your Voice, Your Power Slide Deck.
- Print and cut out the cards for the When to Speak Up Scenario Cards Discussion (one set per small group).
- Review the Role-Playing Self-Advocacy Scenarios Script to facilitate the activity.
- Make copies of the My Advocacy Action Plan Worksheet for each student.
Step 1
Introduction: What is Self-Advocacy?
10 minutes
- Begin with a warm-up question: "What does it mean to 'speak up' for yourself?" (5 minutes)
- Introduce the concept of self-advocacy using the Your Voice, Your Power Slide Deck (Slides 1-3) and the Role-Playing Self-Advocacy Scenarios Script.
- Facilitate a brief class discussion about why self-advocacy is important for learning (5 minutes).
- (Refer to Role-Playing Self-Advocacy Scenarios Script for exact wording.)
Step 2
Exploring Scenarios: When and How to Speak Up
25 minutes
- Divide students into small groups (3-4 students per group).
- Distribute the When to Speak Up Scenario Cards Discussion to each group.
- Instruct groups to read each scenario and discuss when and how a student could self-advocate in that situation. Encourage them to consider different strategies and potential outcomes (15 minutes).
- Bring the class back together and have a few groups share one scenario and their suggested self-advocacy approach. Facilitate a brief class discussion on the different approaches (10 minutes).
- (Refer to Role-Playing Self-Advocacy Scenarios Script for exact wording.)
Step 3
Skill-Building: Role-Playing Self-Advocacy
25 minutes
- Introduce the idea of practicing self-advocacy through role-playing using the Your Voice, Your Power Slide Deck (Slides 4-6).
- Using the Role-Playing Self-Advocacy Scenarios Script, guide students through 2-3 role-playing scenarios. You can select volunteers or assign roles.
- After each role-play, facilitate a brief class discussion about what went well and what could be improved. Emphasize active listening and clear communication.
- (Refer to Role-Playing Self-Advocacy Scenarios Script for exact wording.)
Step 4
Action Planning: My Advocacy Goals
10 minutes
- Distribute the My Advocacy Action Plan Worksheet to each student.
- Explain that students will identify one specific area where they want to practice self-advocacy and outline-solid a plan. Provide an example if needed.
- Allow students time to begin filling out their worksheets. Circulate to provide support and answer questions.
- (Refer to Role-Playing Self-Advocacy Scenarios Script for exact wording.)
Step 5
Wrap-up and Reflection
5 minutes
- Briefly review the key takeaways about self-advocacy.
- Ask students to share one thing they learned or one goal they have for self-advocacy.
- Collect the My Advocacy Action Plan Worksheet (or assign for homework).
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Slide Deck
Welcome! What does 'speaking up' mean?
Think about a time you needed to tell someone something important about yourself or your learning. What happened?
Welcome students and introduce the day's topic. Ask a warm-up question to activate prior knowledge.
Your Voice, Your Power: Self-Advocacy
What is Self-Advocacy?
- Knowing Yourself: Understanding your strengths, challenges, and what helps you learn best.
- Knowing Your Rights: Understanding what support you can ask for.
- Speaking Up: Communicating your needs, preferences, and goals clearly and respectfully to others.
Introduce the concept of self-advocacy. Emphasize that it's about understanding and communicating their own needs.
Why is Self-Advocacy Important?
- You get what you need: Better support for your learning.
- You feel heard: Your ideas and feelings matter.
- You build confidence: Believing in your ability to handle situations.
- You learn to solve problems: Finding solutions that work for you.
Discuss why self-advocacy is a valuable skill for them.
When to Speak Up: Scenario Challenge
In your groups, you'll get some cards with different situations.
Your Task:
- Read each scenario.
- Discuss: When should you speak up? How would you do it effectively?
- Be ready to share your ideas with the class!
Transition to the scenario discussion. Explain that they will analyze situations and decide when and how to speak up.
Practice Makes Perfect: Role-Playing!
Now, let's practice how to speak up in different situations.
Remember:
- Be clear and confident.
- Use respectful language.
- Explain what you need and why.
- Listen to the other person's response.
Introduce role-playing as a way to practice. Set expectations for respectful participation.
My Advocacy Action Plan
What is one area where you want to practice self-advocacy?
Think about...
- A class where you need more support.
- A challenge you face with homework.
- A goal you have for your learning.
Encourage students to think about their own advocacy goals.
Discussion
When to Speak Up: Scenario Cards
Instructions: Read each scenario. Discuss in your group when it would be helpful to speak up and how you would go about it effectively. Be ready to share your ideas with the class!
Scenario 1: Confusing Homework
You are in math class, and the teacher assigns a new type of homework. You don't understand the instructions, and you feel confused. You tried to ask a friend, but they were confused too. Class is almost over.
When to speak up:
How to speak up:
Scenario 2: Difficulty Seeing the Board
In science class, you are seated in the back, and it's hard to see the diagrams your teacher is drawing on the board. You don't want to interrupt the lesson, but you're missing important information.
When to speak up:
How to speak up:
Scenario 3: Needing a Break
You are working on a long writing assignment in English class. You feel overwhelmed and like you can't focus anymore. You know a short break would help you, but you're not sure if it's okay to ask.
When to speak up:
How to speak up:
Scenario 4: Misunderstanding Feedback
Your history teacher returns your essay with a lot of comments, but you don't understand what some of them mean. You want to improve your writing, but you're not sure how to use the feedback.
When to speak up:
How to speak up:
Scenario 5: Group Project Challenges
Your group for a social studies project isn't working well together. One member is not doing their part, and another is taking over everything. You are worried about your grade and want the project to be fair.
When to speak up:
How to speak up:
Scenario 6: Feeling Uncomfortable
Someone in your class makes a comment that makes you feel uncomfortable or upset, but they might not have realized it. You don't want to cause a big scene, but you also don't want to ignore how you feel.
When to speak up:
How to speak up:
Script
Role-Playing Self-Advocacy Scenarios Script
Introduction: What is Self-Advocacy? (10 minutes)
Teacher: "Good morning, everyone! Today, we're going to talk about something really important called self-advocacy. Has anyone heard that term before? What do you think it means to 'speak up' for yourself?"
(Allow students to share ideas. Guide them towards the idea of expressing needs.)
Teacher: "Exactly! Self-advocacy is about knowing what you need to succeed and then confidently asking for it. It's about being your own best helper. Let's look at our first few slides to understand this better." (Navigate to Your Voice, Your Power Slide Deck - Slides 1-3)
Teacher: (After Slide 3) "So, why do you think it's so important for you to be able to speak up for your learning? How might it help you in this class or in other classes?"
(Facilitate a brief class discussion. Validate all responses.)
Exploring Scenarios: When and How to Speak Up (25 minutes)
Teacher: "Now that we know what self-advocacy is and why it's important, let's think about when we might need to use it. I'm going to divide you into small groups, and each group will receive some When to Speak Up Scenario Cards Discussion."
"Your task is to read each scenario and discuss in your group: When would it be a good time to speak up in this situation? And how would you do it effectively? Think about what you would say and what actions you would take."
"You'll have about 15 minutes to discuss in your groups. Then, we'll come back together, and a few groups will share one of their scenarios and how they decided to advocate." (Divide students, distribute cards, and set timer.)
Teacher: (After 15 minutes) "Alright, let's bring it back together. Who would like to share one of the scenarios your group discussed and how you thought a student could advocate in that situation?" (Call on a few groups. Encourage discussion and different perspectives.)
Skill-Building: Role-Playing Self-Advocacy (25 minutes)
Teacher: "Excellent discussions! It's one thing to talk about it, and another to actually do it. So, let's practice! We're going to do some role-playing." (Navigate to Your Voice, Your Power Slide Deck - Slides 4-5)
"Remember the tips on the slide: be clear, confident, respectful, and explain what you need and why. I'll read a scenario, and then we'll have volunteers or I'll ask a couple of you to act it out. Don't worry, we're just practicing!"
Teacher: "Let's try a common one. Imagine you're in class, and you don't understand the homework instructions, just like in Scenario 1 from your cards. You need clarification from your teacher."
Scenario: You approach your teacher after class.
Roles: Student (who needs help) and Teacher (who assigned homework).
*(Select volunteers or assign roles. Guide them through the role-play. After, discuss as a class: What did the student do well? What could they try next time?)
Teacher: "Great job! Let's try another one. This time, think about Scenario 2: You can't see the board in science class. You need to ask to move your seat."
Scenario: You speak to your science teacher during independent work time.
Roles: Student (who can't see) and Teacher (science teacher).
(Select volunteers or assign roles. Guide them. Discuss: How did they ask? Was it respectful? Did they explain why?)
Teacher: "Fantastic effort, everyone! Role-playing helps us build that confidence. It's okay if it feels a little awkward at first. The more we practice, the easier it gets."
Action Planning: My Advocacy Goals (10 minutes)
Teacher: "To wrap things up, I want us to think about how you can use these skills in your own life right now. I'm handing out a My Advocacy Action Plan Worksheet." (Navigate to Your Voice, Your Power Slide Deck - Slide 6)
"On this worksheet, I want you to identify one specific area where you want to practice self-advocacy. Maybe it's asking a teacher for help, asking for extended time on an assignment, or even just clarifying feedback. Then, you'll briefly outline-solid a plan for how you'll do it."
"For example, if I wanted to ask for more time on an assignment, my plan might be: 1. Talk to the teacher privately. 2. Explain I'm feeling overwhelmed. 3. Ask if there's any flexibility with the deadline. You don't have to write a novel, just a few clear steps."
(Allow students time to work. Circulate and provide support.)
Wrap-up and Reflection (5 minutes)
Teacher: "We're almost out of time, but before we go, can anyone share one thing they learned about self-advocacy today, or one goal they have for themselves?"
(Take a few responses.)
Teacher: "Wonderful! Remember, your voice is powerful, and knowing how to use it to get what you need is a skill that will help you for the rest of your life. Please turn in your My Advocacy Action Plan Worksheet before you leave. If you didn't finish, it's homework!"
"Thank you for your hard work and for speaking up today!"
Worksheet
My Advocacy Action Plan
Name: _____________________________
Date: _____________________________
My Self-Advocacy Goal
Think about your classes, homework, or even group projects. What is ONE specific situation or area where you want to practice speaking up for yourself and your learning needs?
My Self-Advocacy Goal (What I want to achieve):
Why is this Goal Important to Me?
How will achieving this goal help you with your learning, your feelings, or your success in school?
It is important to me because:
My Plan to Speak Up
What are the steps you will take to achieve your self-advocacy goal? Think about who you need to talk to, what you will say, and when you will do it.
Step 1: Identify Who to Talk To
Who is the best person to talk to about this goal (e.g., a teacher, counselor, parent, friend)?
Step 2: What I Will Say (Key Message)
What are the main points you want to communicate? How can you clearly and respectfully express your needs?
Step 3: When and Where I Will Speak Up
When and where will you have this conversation (e.g., after class, during office hours, during independent work time)?
Step 4: What I Hope Happens (Desired Outcome)
What do you hope will be the result of speaking up?
Reflection
How do you feel about practicing self-advocacy?
I feel:
One thing I can do to prepare for this conversation is: