OVERVIEW & PURPOSE
Test, Fowler, Wood, Brewer & Eddy (2005) indicate that for students to become successful self-advocates, students need a knowledge of self, a knowledge of rights, and the communication skills to advocate. They also identify leadership as an important aspect of self-advocacy. Leadership is the ability to advocate on behalf of others and is often a progression of self-advocacy development. In this optional lesson, interested students will be invited to participate to further develop their leadership skills.
This lesson has two parts. First, motivated students will develop an understanding of the difference between essential accommodations and universal supports, and be encouraged to consider their abilities to advocate for other students in the classroom. Second, keen students will develop a school project which addresses an accessibility issue in the school or community. They can work with any other interested peers in the school that they wish. This project is inspired by the University of British Columbia’s PLAN 515: Qualitative Methods & Research Design (UBC, 2018). UBC offers PLAN 515 to improve campus accessibility, and to encourage students to undertake research projects related to accessibility.
Lesson Materials:
6.0_ Developing Leadership Skills
6.2_ Advocacy for Universal Supports
Continue to Digital Transition Portfolios- Preparing for Life after High School or learn more about IEP Goals for Self-Advocacy Development
Self-Advocacy in High School 