What Is Self-Advocacy?

Self-advocacy means knowing what you need and speaking up for yourself. It helps you get the support, tools, or changes you need to learn and grow.

Why Self-Advocacy Matters

When you speak up:

• Teachers and classmates understand how to help you.
• You build confidence in your abilities.
• You learn to solve problems on your own.

Examples of Self-Advocacy

• Maria has trouble reading instructions quickly. She says, “I need extra time on tests so I can read the questions carefully.”
• James feels lost when homework is unclear. He asks his teacher, “Could you explain this example again?”
• Aisha uses a note-taking app. She tells her teacher, “I use audio notes so I don’t miss important details.”

Strategies to Practice Self-Advocacy

1. Use “I” statements.
   • Say, “I need…,” “I feel…,” or “I find it helpful when…”
2. Be clear and polite.
   • State your need in one sentence. Add “please” and “thank you.”
3. Give a reason.
   • Explain how support helps you do your best work.
4. Plan ahead.
   • Think about what you want to say before you talk.
5. Practice with a friend or family member.
   • Role-play asking for help so you feel ready.

Remember

Self-advocacy is a skill you can learn and improve. The more you practice, the easier it becomes to speak up for yourself. When you share your needs clearly and respectfully, you help others help you succeed.

Understood—no new discussion material will be added for Session 1 since the discussion prompts are already in place.

Self-Advocacy Worksheet

Refer to the Self-Advocacy Reading Passage for examples and sentence-starter ideas.

Part 1: Identify Your Top 3 Needs

1. Need #1:

Strategy or support for this need:

1. Need #2:

Strategy or support for this need:

1. Need #3:

Strategy or support for this need:

Part 2: Practice Writing an “I” Statement

Choose one of your needs above and use this template:

“I need _________ so that _________.”

Part 3: Plan Your Conversation

Who will you talk to?

When and where will you talk to them?

What is one thing you will say to start the conversation?

Session 1 Warm-Up: Personal Needs Card Sort

• Divide students into small groups of 3–4.
• Give each group a set of Personal Needs Card Sort Activity.
• Instruct groups to sort the cards into High Priority, Medium Priority, and Low Priority based on their own needs and experiences.
• As students sort, prompt them to discuss with their group why they placed each need in a particular category.
• After 8–10 minutes, invite one representative from each group to share one of their top-priority needs and explain their reasoning.

Goal: Activate students’ understanding of personal needs and practice explaining why certain supports matter to them.

Personal Needs Card Sort Activity

Print this page and cut along the lines to create individual cards. Each card lists a common personal need. During the warm-up, small groups will sort the cards into High Priority, Medium Priority, and Low Priority based on their own needs and experiences.

Extra time on tests.

Clear, step-by-step instructions.

Written directions.

Oral instructions.

Note-taking assistance.

Breaks during long tasks.

Small group work.

Visual aids (charts, diagrams).

Auditory aids (read-alouds, recordings).

Hands-on activities.

Quiet workspace.

Assistive technology (text-to-speech).

Frequent check-ins with the teacher.

Instructions for teachers:

• Print one set of cards per group.
• Cut along the horizontal lines (---) to separate cards.
• Provide each group with a sorting mat labeled High/Medium/Low.
• Encourage groups to discuss why they placed each card in a category.
• After sorting, invite representatives to share their top-priority needs and reasons.

Session 1 Reflection Sheet

Use this sheet to reflect on today’s lesson about self-advocacy. Write your answers clearly.

1. One thing I learned today about self-advocacy:

1. One personal goal for practicing self-advocacy this week:

Please turn in this sheet before you leave so your teacher can review your reflections and support your goals.

Self-Advocacy Scenario Cards

Print this page and cut along the lines (---) to create individual scenario cards. Students will draw a card and practice asking for help based on the situation.

You need extra time on a quiz because you read slowly. Ask your teacher for more time.

You don’t understand the steps for tonight’s homework. Ask your teacher to explain one step again.

Your group partner isn’t contributing to the project. Ask them how they can help you with your part.

The classroom is too noisy for you to focus. Ask for a quiet workspace or permission to move to a quieter area.

You missed a class and need notes. Ask a classmate if you can copy their notes or record them explaining key points.

You feel stressed about planning assignments. Ask the school counselor for help with organizing your schedule.

You have trouble taking written notes quickly. Ask the teacher if you can use a note-taking app or record the lecture.

You are confused by a group discussion topic. Ask a peer to explain what they understood so you can join in.

You’re working on a long assignment and feel tired. Ask for a short break to rest so you can continue productively.

You need an audio version of the reading. Ask the teacher if you can use text-to-speech software for the assignment.

Instructions for teachers:

• Print one copy of this sheet and cut along the lines to separate cards.
• Distribute cards to pairs or small groups during the role-play activity.
• Encourage students to practice using their request scripts and offer feedback on clarity and politeness.

Self-Advocacy Script Worksheet

Refer to the Session 2 Slide Deck for the script template and examples.

Part 1: Choose Your Need

Need:

Reason (why this need matters):

Who will you ask?

When and where will you ask?

Part 2: Draft Your Request Script

Use this template:

“I need ________ so that ________. Please and thank you.”

Your script:

Part 3: Practice Reflection

What went well during your role-play?

What could you improve next time?

Session 2 Reflection Sheet

Use this sheet to reflect on today’s practice of self-advocacy. Write your answers clearly.

1. One thing I did well today in asking for support:

1. One personal goal for practicing self-advocacy this week:

Please turn in this sheet before you leave so your teacher can review your progress and support your growth.