1. No category

Empowering Students Through
Self-Advocacy
Julia Osborne
Intermediate SERT,
Greensborough P.S.
The Road to Advocacy
Completion of LD
Modules
2011/2012 School
Improvement Plan
focused on
success of
students with an
LD
Giving Students a
Voice
(Video 1)
1 Year Later:
Giving Students a
Voice
Educating
students on their
IEPs
Sharing of
Advocacy Cards
handbook
(BWW & WWW)
(Video Part 2)
Introduction of
Advocacy Cards
Implementation of a
standardized process
for Advocacy Card
development
Advocacy Cards
for all IEP
students
LD Processing Waterfall Chart
Video #1
Advocacy Card - Front
Advocacy Card - Back
Advocacy Card - Front
Advocacy Card - Back
Empowering Students Through Self Advocacy
“Focusing on what students can do, not what they can’t.”
• Students are aware of their needs, but aren’t sure how to communicate
those needs
• Self-advocacy cards can help bridge the communication gap between
students and teachers
• Creating the self-advocacy cards helped students and teachers focus
on strengths
Advocacy Card Manual
Before Making the Advocacy Cards
• Start Early
 Start advocacy conversations at least 1 week in advance
 Set aside several days to work on advocacy cards
• Prepare
 Discuss self-advocacy (what is it? What does it look like?)
 Share examples of self-advocacy in the classroom
 Brainstorm the benefits of self-advocacy
• Customize
 Different levels have different needs (e.g., picture books versus
class discussions)
Creating the Advocacy Cards
• Provide Context
 Make the identification of strengths and needs a priority for
students before creating the cards
 Use checklists and other tools to prompt them
• Practice, Practice, Practice!
 Work through example scenarios as a class
 Use the exemplars
 Have students practice matching needs with possible
accommodations
• Personalize
 Personalize the contents of each advocacy card to fit the unique
needs and preferences of each student
Supporting the Use of Advocacy Cards
• Safe Environment
 Enroll staff to support and encourage use of advocacy cards
 Provide staff with copies of the advocacy cards
• Prepare for Success
 Role-play self-advocacy dialogues (student-teacher)
 Invite staff to participate in practice dialogues
 Give students the words they need
• Revisit, Revise, Grow
 Revisit and discuss scenario-based examples of advocacy card
use
 Revisit and revise advocacy card contents as needed
Linking the Advocacy Cards to the I.E.P.
• Creation of the IEP
 Student involvement and voice
 Field study findings in YRDSB
 Student and parent friendly language
• Transition Plans
 Student involvement in transition
 Pre-review meetings
 IPRC
Transition Plan
IEP – Strengths and Needs
Pre-Review Video
Advocacy Video
The Road to Advocacy
Completion of LD
Modules
2011/2012 School
Improvement Plan
focused on
success of
students with an
LD
Giving Students a
Voice
(Video 1)
1 Year Later:
Giving Students a
Voice
Educating
students on their
IEPs
Sharing of
Advocacy Cards
handbook
(BWW & WWW)
(Video Part 2)
Introduction of
Advocacy Cards
Implementation of a
standardized process
for Advocacy Card
development
Advocacy Cards
for all IEP
students
[email protected]