Self-Advocacy Script

Use this word-for-word script to guide your conversation. Read each teacher line exactly, then pause and invite the student to respond or repeat the sample student line. Offer support and positive reinforcement.

1. Introduction to Self-Advocacy

Teacher: “Hello! Today we’re going to learn about self-advocacy. Self-advocacy means speaking up for yourself and telling others what you need. Let’s start!”

2. Defining Self-Advocacy

Teacher: “Self-advocacy has three parts:
• Recognizing your own needs
• Expressing those needs clearly
• Asking for support when you need it

In your own words, what does self-advocacy mean?”

Sample Student Response

Student: “It means telling someone what I need and asking for help.”

3. Modeling Calm, Clear Communication

Teacher: “Imagine you need more time on a test. Here’s how you can ask:

‘I’m working on questions 5 and 6, and I need a little more time to finish. Could I please have 5 extra minutes?’

Student, can you try saying that?”

Sample Student Practice

Student: “I’m working on questions 5 and 6, and I need a little more time to finish. Could I please have 5 extra minutes?”

4. Sample Scenario: Asking for Clarification

Teacher: “Now, imagine you don’t understand instructions for an assignment. You might say:

‘Excuse me, I’m not sure I understand the directions. Could you explain what I should do?’

Please repeat that back to me.”

Sample Student Practice

Student: “Excuse me, I’m not sure I understand the directions. Could you explain what I should do?”

5. Sample Scenario: Sharing Feelings

Teacher: “Sometimes you have feelings you need to share. For example:

‘I’m feeling overwhelmed right now and could use a short break. May I step outside for a minute?’

Can you say that?”

Sample Student Practice

Student: “I’m feeling overwhelmed right now and could use a short break. May I step outside for a minute?”

Notes for the Teacher

• After each student attempt, give specific praise: “Great job using a calm tone!” or “Nice clear words!”
• If the student hesitates, offer the first phrase and ask them to finish it: “Could you say, ‘I need…’?”
• Encourage the student to use these scripts in real life when they need help or clarification.

Self-Advocacy: Speaking Up for Your Needs

Self-advocacy means noticing when you need help or support, and then clearly telling someone what you need. When you speak up for yourself, others learn how to help you. These skills are important at school, at home, and in everyday life.

Self-advocacy has three simple steps:

1. Recognize your need.
2. Express it clearly.
3. Ask someone for support.

Imagine this scenario: You’re working on a quiz and you don’t understand a question. Instead of staying quiet, you could say, “Excuse me, I’m not sure what this question means. Could you explain it to me?” By using self-advocacy, you get the help you need to finish the quiz.

Practicing self-advocacy builds your confidence and independence. The more you speak up, the easier it becomes—and the more others will listen and support you.

Think about a time you needed help. What could you say next time to speak up for yourself?

Discussion Prompt Sheet

Time: 3 minutes
Purpose: Encourage the student to connect self-advocacy concepts to personal experiences.

Teacher Guidelines

• Read each question aloud and pause to give the student thinking time.
• Offer positive reinforcement and gentle prompts if the student hesitates.
• Use examples from the Self-Advocacy Reading Passage or Self-Advocacy Script to support responses.
• Keep the conversation calm and supportive.

Discussion Prompts

1. When might you need to ask for help at school or home?
   
   
   
   
   
   
2. If you needed extra time on a test, what would you say?
   
   
   
   
   
   
3. Why do you think it’s important to tell someone when you’re feeling overwhelmed?
   
   
   
   
   
   
4. Can you think of a time you didn’t speak up but wanted to? What stopped you?
   
   
   
   
   
   
5. How could you use self-advocacy skills in other parts of your life?
   
   
   
   
   
   

Scenario Card Activity

Use these cards for the role-play portion. Shuffle and let the student draw one scenario at a time. The student practices voicing the need; the teacher responds as the listener.

Scenario Cards

1. You’re working on your homework and don’t understand the instructions. Ask the teacher to explain what you should do.

1. You’re almost finished with a test but need more time to complete the last two questions. Ask your teacher politely for extra minutes.

1. You’re feeling overwhelmed during class and need a quick break. Ask if you can step outside or take a short pause.

1. You can’t see the board clearly and the instructions are too small. Ask if you can move closer or get a larger copy.

Advocacy Bingo Game

Time: 2 minutes
Purpose: Reinforce self-advocacy situations by matching called-out prompts on a bingo board. Aim for one line of 3 (horizontal, vertical, or diagonal) to win.

How to Play

1. Give the student one bingo board.
2. Teacher calls out self-advocacy situations, one at a time (see list below).
3. When the student’s board has the called situation, they mark that square.
4. The first line of 3 marked squares (in a row, column, or diagonal) wins!

Call-Out List (Teacher)

• “You need more time on a test.”
• “You don’t understand the instructions.”
• “You’re feeling overwhelmed.”
• “You can’t see the board clearly.”
• “You need help with your homework.”
• “You didn’t hear the question.”
• “You need a quieter place to work.”
• “You need a special tool or device.”
• “You want to talk one-on-one.”

Encourage the student to read each square aloud as they mark it.

Self-Advocacy Quiz Answer Key

Use this key to check the student’s responses and provide feedback on their understanding.