Your Job, Your Voice! Script

Warm-Up: What's Your Superpower? (15 minutes)

Teacher: "Good morning, everyone! Today we're going to talk about something super important for your careers: self-advocacy. But before we dive in, let's do a quick warm-up."

"I'm going to hand out this Advocacy Warm-Up! sheet. On it, I want you to take a few minutes to think about and write down one personal strength you have – something you're really good at. Then, I want you to think about one area where you might need a little extra support or a specific tool to do your best work."

(Distribute Advocacy Warm-Up!)

Teacher: "Alright, let's share! Who would like to share a strength they identified? How about an area where you might need support? It's okay to need support; everyone does!"

(Facilitate discussion, connecting it to how identifying these things is the first step in self-advocacy).

Introduction to Self-Advocacy (Slides & Script) (20 minutes)

Teacher: "Excellent job, everyone. What we just did – identifying our strengths and needs – is the first step in self-advocacy. Let's dive deeper into what that means and why it's so powerful for you in your professional lives."

"Please look at our first slide: Your Job, Your Voice! Slide Deck (Slide 1). It says 'Your Job, Your Voice! Empowering You in the Workplace.' This lesson is all about giving you the tools to use your voice effectively in your job."

Teacher: "(Moving to Slide 2) So, what exactly is self-advocacy? As the slide shows, it's about speaking up for yourself! This means: knowing your strengths and needs, understanding your rights, communicating effectively, and problem-solving. It's about taking an active role in shaping your work experience."

"Does anyone have an initial thought or question about what self-advocacy might mean in a job setting?"

(Allow for student responses)

Teacher: "(Moving to Slide 3) Why does it matter for your job? Because it helps you in three major ways: getting the job you want, keeping your job, and growing in your career. When you can clearly express what you need to succeed, or what makes you a great employee, you're much more likely to achieve your goals and feel respected."

"Can anyone think of a situation where speaking up for themselves might have helped them get or keep a job?"

(Facilitate brief discussion)

Understanding Your Rights (Reading & Discussion) (25 minutes)

Teacher: "A huge part of self-advocacy is knowing your rights. When you know what you're entitled to, you can advocate for it more confidently. I'm going to give you a reading called Understanding My Rights Reading."

(Distribute Understanding My Rights Reading)

Teacher: "I'll give you about 10-15 minutes to read this. You can read it quietly to yourselves, or if you prefer, you can read it with a partner. After you've had a chance to read, we'll discuss it."

(Allow time for reading)

Teacher: "(Moving to Slide 4) Welcome back! Now that you've read about your rights, let's look at Slide 4: 'Know Your Rights!' We see things like Equal Opportunity, Accommodations, Safe Environment, and Respect. Why is knowing these rights so powerful? How does it help you advocate for yourself?"

"I also have some scenarios here in our Workplace Scenario Discussion that touch on these rights. Let's look at the first one: 'Imagine you are at a job interview, and the interviewer asks about your disability in a way that makes you uncomfortable, or seems to imply you can't do the job. How would knowing your rights help you respond?'"

(Facilitate discussion, guiding students to connect their reading to the scenario and discuss appropriate responses).

Building Advocacy Skills (Worksheet & Role-Play) (30 minutes)

Teacher: "Now that we understand what self-advocacy is and why knowing our rights is important, let's practice how to do it. I'm distributing the Advocacy Skill Builder Worksheet."

(Distribute Advocacy Skill Builder Worksheet)

Teacher: "(Moving to Slide 5) On this slide, 'Building Your Advocacy Skills,' we see three key steps. First, Identify Your Needs. What do you need to succeed? This could be a tool, a different schedule, or a specific type of support. Think about what we discussed in the warm-up."

"Second, Know Your Strengths. What do you bring to the table? When you advocate, it's often helpful to remind people of your value. And third, Plan Your Message. What will you say, and how will you say it? Thinking this through beforehand can make a big difference."

Teacher: "(Moving to Slide 6) Let's focus on 'Effective Communication.' The slide lists key points: Be clear and specific, be calm and respectful, use 'I' statements, listen to others, and ask for what you need. Let's practice 'I' statements. Instead of 'You never give me the right tools,' try 'I need the graphic design software to complete this project on time.' See the difference?"

Teacher: "(Moving to Slide 7) Finally, 'Problem-Solving with Power.' Advocacy isn't just about complaining; it's about finding solutions. Identify the problem clearly, think of possible solutions, be open to suggestions, and work together. This shows you're a team player."

"Now, for a bit of role-playing! Pair up with a classmate. Using your Advocacy Skill Builder Worksheet, one person will pretend to be the employee needing to advocate for something, and the other will be the manager or supervisor. Practice expressing a need using the communication tips we just covered. You'll have about 10 minutes for this."

(Monitor and provide feedback during role-playing)

Workplace Scenarios (Discussion) (20 minutes)

Teacher: "Great job with the role-playing! Let's bring our discussion back to the whole group and tackle a couple more scenarios. These are on our slides and also in your Workplace Scenario Discussion guide."

Teacher: "(Moving to Slide 8) Scenario 1: 'You need a specific type of software to do your job efficiently, but it hasn't been provided. Your manager seems busy. How do you advocate for this tool?' What are some steps you would take? Who would like to share their approach?"

(Facilitate discussion, prompting students to use the communication skills and problem-solving steps they learned).

Teacher: "(Moving to Slide 9) Scenario 2: 'You are asked to take on a new task that you know will be challenging due to your disability, and you'll need additional training or support. How do you approach this with your supervisor?' How can you express your concerns while also showing your willingness to learn and contribute?"

(Facilitate discussion, emphasizing proactive advocacy).

Quiz: Check Your Advocacy Knowledge (10 minutes)

Teacher: "You've all been doing a fantastic job participating and thinking critically. Now, to see how much we've absorbed, I'm handing out a short Advocacy Skills Quiz. Please complete this individually."

(Distribute Advocacy Skills Quiz. Collect when done).

Cool-Down: My Advocacy Action Plan (10 minutes)

Teacher: "Alright, we're almost at the end of our lesson today. For our cool-down, I want you to think about everything we've discussed. I'm giving you the Advocacy Checklist Cool-Down sheet. On it, I want you to identify one advocacy skill you want to improve and briefly write down how you will practice it in the coming week. This is your personal action plan."

(Distribute Advocacy Checklist Cool-Down)

Teacher: "When you're finished, please hand in your cool-down sheet as you leave. This helps me understand what resonated with you and what we might review next time."

Assessment: Workplace Advocacy Test (Optional / Homework)

Teacher: "For a more comprehensive assessment of your understanding, we have the Workplace Advocacy Test. This can be completed as homework or during a separate session, depending on our schedule."

(Provide instructions for the test as needed).

Advocacy Warm-Up!

Instructions: Take a few minutes to reflect on yourself. This will help us start thinking about how to advocate for your needs and strengths.

1. My Superpower (Strength):

What is one personal strength you have that helps you in a job or in life? Think about something you are really good at, a positive quality, or a skill you possess.

2. My Support Area (Need):

What is one area where you might need extra support, a specific tool, or a different approach to do your best work in a job setting? This is not about weakness, but about what helps you thrive!

Understanding Your Rights in the Workplace

Knowing your rights is a powerful tool for self-advocacy in the workplace. Laws are in place to ensure that all individuals, including those with disabilities, have fair opportunities and a supportive environment.

The Americans with Disabilities Act (ADA)

The ADA is a very important law that protects people with disabilities from discrimination in many areas of public life, including employment. Here are key things to know about the ADA in the workplace:

1. Equal Opportunity

The ADA requires employers to provide equal employment opportunities to qualified individuals with disabilities. This means you should have the same chance to apply for jobs, be hired, receive promotions, and access benefits as anyone else.

• What it means for you: You cannot be denied a job or promotion simply because you have a disability, as long as you can perform the essential functions of the job with or without a reasonable accommodation.

2. Reasonable Accommodations

If you have a disability, your employer must provide "reasonable accommodations" that allow you to perform your job duties or enjoy equal employment opportunities. This is a change or adjustment to a job or work environment that allows a person with a disability to apply for a job, perform job duties, or enjoy equal employment opportunities.

• Examples of reasonable accommodations:
  • Making the workplace physically accessible (e.g., ramps, accessible restrooms).
  • Modifying work schedules or allowing for flexible leave.
  • Providing assistive technology or modified equipment.
  • Adjusting or modifying examinations or training materials.
  • Providing a reader or interpreter.
• Important: You usually need to request a reasonable accommodation. The employer is not usually required to provide an accommodation if they are unaware of your need. The accommodation should be effective in allowing you to do your job.

3. Confidentiality

Information about your disability must be kept confidential by your employer. They can share it only in very limited circumstances, such as with supervisors who need to know about necessary restrictions or accommodations, or with first aid and safety personnel if emergency treatment is required.

• What it means for you: You have a right to privacy regarding your disability.

4. Harassment

Employers are not allowed to harass employees because of their disability. Harassment can include offensive remarks about a person's disability. Although the law doesn't prohibit simple teasing, offhand comments, or isolated incidents that are not very serious, harassment is illegal when it is so frequent or severe that it creates a hostile or offensive work environment or when it results in an adverse employment decision (such as the victim being fired or demoted).

• What it means for you: You have a right to a workplace free from disability-based harassment.

How to Use Your Rights to Advocate

• Know what you need: Understand your disability and what accommodations or support would help you perform your job effectively.
• Research: Learn about the ADA and other relevant laws and company policies.
• Communicate: Clearly and calmly explain your needs and rights to your employer. It’s often best to do this in writing for important requests.
• Document: Keep records of your requests for accommodation and any discussions you have with your employer regarding your disability.
• Seek Support: If you feel your rights are being violated, you can contact the Equal Employment Opportunity Commission (EEOC) or seek advice from a disability rights organization.

Advocacy Skill Builder Worksheet

Instructions: This worksheet will help you practice the key steps of self-advocacy. Fill it out honestly to build your skills!

Part 1: Identify Your Needs & Strengths

1. Think about a specific task or situation at a job (current, past, or hypothetical) where you might need support or a specific tool to do your best work.

   • What is the task/situation?
     
     
     
     
     
     
     

   • What support or tool would help you? (Be specific! E.g., "noise-cancelling headphones," "written instructions," "flexible break times," "speech-to-text software")
     
     
     
     
     
     
     

2. What is a strength or positive quality you possess that is relevant to this job or situation? (E.g., "I am very detail-oriented," "I am a quick learner," "I am good at teamwork")
   
   
   
   
   
   
   

Part 2: Plan Your Message (Effective Communication)

Now, let's plan how you would communicate your need from Part 1 to a supervisor or manager.

1. Who are you talking to? (e.g., your direct manager, HR, a team lead)
   
   
   
   

2. When and where would be a good time to talk? (Think about a private and calm setting)
   
   
   
   

3. Write down exactly what you would say to advocate for your need. Remember to:

   • Be clear and specific.
   • Be calm and respectful.
   • Use "I" statements. (e.g., "I am finding...", "I need...")
   • Mention your strength if it helps.
   • Suggest a solution.

   My Advocacy Statement:
   
   
   
   
   
   
   
   
   
   
   
   
   

Part 3: Problem-Solving with Power

Imagine your supervisor responds with a different idea or a concern. How would you handle it?

1. Your supervisor says: "I understand, but we don't have the budget for that specific software right now. Is there another way we can approach this?"

   • How would you respond, showing you are open to solutions?
     
     
     
     
     
     
     

2. Your supervisor says: "I'm not sure that accommodation is really necessary for your role. Others do fine without it."

   • How would you respond, reiterating your need respectfully and perhaps referencing your rights?
     
     
     
     
     
     
     

Workplace Scenario Discussion

Instructions: Read each scenario and discuss with your classmates how you would use self-advocacy skills to navigate the situation. Remember to apply what you've learned about identifying needs, knowing your rights, effective communication, and problem-solving.

Scenario 1: Interview Challenges

Imagine you are at a job interview for a role you are very qualified for. The interviewer asks about your disability in a way that makes you uncomfortable, or seems to imply you can't do the job effectively. They might say something like, "How will you handle the fast pace here with your condition?"

• How would you respond to this question while advocating for yourself?
• What specific rights might you be thinking about in this situation?
• How would you communicate your abilities and needs without becoming defensive?
  
  
  
  
  
  

Scenario 2: Needing a Tool

You work at a company that uses a lot of digital documents. You find that a specific type of screen-reading software would significantly improve your efficiency and accuracy, but the company doesn't currently provide it. Your manager is generally supportive but seems very busy.

• How would you approach your manager to request this software?
• What information would you prepare before the conversation?
• How would you explain the benefit of the software to your performance?
  
  
  
  
  
  

Scenario 3: Task Assignment Concerns

Your supervisor assigns you a new, important task that involves frequent public speaking, which you find challenging due to your disability. You are concerned you won't be able to perform it effectively without some adjustments or support. You want to take on new responsibilities but also need to be realistic.

• How would you discuss your concerns with your supervisor?
• What kind of reasonable accommodation or support might you request?
• How can you show your willingness to contribute while advocating for your needs?
  
  
  
  
  
  

Scenario 4: Performance Review

During your annual performance review, your supervisor mentions that sometimes you appear distracted or take longer on certain tasks. You realize this is sometimes related to aspects of your disability that haven't been fully addressed with accommodations. You want to ensure your performance is accurately assessed and that you receive the support you need.

• How would you advocate for yourself during this performance review?
• What information would you share, and how much?
• What specific steps might you suggest to your supervisor to address the situation?
  
  
  
  
  
  

Advocacy Checklist Cool-Down

Instructions: Before you leave, take a moment to reflect on today's lesson. This helps you think about how you'll use what you've learned.

1. One Skill to Improve:

From today's lesson, what is ONE self-advocacy skill you want to improve or practice more? (e.g., identifying needs, using "I" statements, asking for accommodations, problem-solving with my manager)

2. My Action Plan:

How will you practice this skill in the coming week? Be specific! (e.g., "I will identify one need at home and practice asking for help," "I will write down an 'I' statement for a hypothetical work situation.")

3. Feeling Confident:

On a scale of 1 to 5, how confident do you feel about advocating for yourself in a future job situation?

(Circle one)

1 = Not confident at all
2 = A little confident
3 = Moderately confident
4 = Very confident
5 = Extremely confident