• Self Advocacy

    This section helps students explore and identify personal beliefs and attitudes about certain topics related to their post high-school transition.  It includes a wide array of activities to assess interest, learning styles, accommodations and future goals.  Some of the activities are further explained below.

    • Academic Self-Advocacy Questionnaire – This questionnaire is to be completed by student (unless independent writing and/or reading level is an obstacle), and reviewed by student and teacher together. It is intended to help students become aware of academic strengths and weaknesses so that they can begin to gain confidence in asking for help when needed, and working independently when possible. Best practice would be to have students complete a questionnaire at the beginning and end of the academic year so that students can assess growth in this area. Results of the year-end questionnaires should be shared with the next year’s teacher.  Completed questionnaire is placed in student’s portfolio.
    • Accommodations Questionnaire – This questionnaire is to be completed by student (unless independent writing and/or reading level is an obstacle) before or during his/her annual IEP meeting.  It is intended to aid the student in understanding his/her disability and identifying strengths and weaknesses; information that aids in decision-making when discussing modifications/accommodations. Completed questionnaire is placed in student’s portfolio.
    • Career and Independent Living Goals – This activity is to be completed by student (unless independent writing and/or reading level is an obstacle), by the end of the academic year, and reviewed by student and teacher.  This form is intended to serve two purposes:  to encourage students to begin thinking about life beyond school, and provide the teacher with information about the student’s goals in preparation for his/her annual IEP meeting. Completed questionnaire is placed in student’s portfolio.
    • IEP Meeting Attendance and Participation – At the secondary level, students should be moving towards independence and greater self-advocacy. At this level, students can assist with preparation of the IEP, and eventually lead to student-led IEP meetings.  (This begins with practice and moves towards more and more independence).  Starting at middle school, students should be as involved as possible in their IEP meetings.  Depending on their ability, participation might take many forms. It is best practice to include them initially for shorter intervals and guide instruction towards gaining the ability to lead their own IEP. Students may also develop one-pagers, PowerPoint presentations, videos, etc. as part of their IEP meeting; the date should be recorded on the portfolio with a copy placed in the portfolio sleeve. Participating might include a student reflection on their participation following the meeting. There are many resources available on the subject of student-led IEPs. Additional information may be obtained from The National Information Center for Children and Youth with Disabilities at www.nichcy.org, I’m Determined at www.imdetermined.org, or The Council for Exceptional Children at www.cec.sped.org.
    • Learning Style Inventories or Questionnaires – Questionnaires should be completed by student (unless independent writing and/or reading level is an obstacle), and reviewed by student and teacher together.  It is intended to aid the student in identifying individual strengths, weaknesses, and modes of learning that work best for the student. By taking ownership of strengths, students can begin to develop self-confidence in these areas and, eventually learn to use these strengths to accommodate or compensate for areas of identified weaknesses. It is suggested that students complete a learning style questionnaire or inventory at the beginning of each year, and update at the end of the year.  Growth can be viewed in targeted areas, with information passed on to teachers for the upcoming year.  Once completed, questionnaire/results should be printed and placed in the student’s portfolio. Online or other inventory should be printed and also placed in student’s portfolio after reviewed together.
    • Self-Advocacy Questionnaire – This questionnaire is to be completed by students (unless independent writing and/or reading level is an obstacle), and reviewed by student and teacher together.  It can be a valuable tool as an introduction to learning about self-advocacy and better understanding of his/her disability.   Use of “The Student’s Voice” VITC sheet is suggested when going over the questionnaire with students as many of the questions are pulled from that sheet. This questionnaire should be updated and reviewed from year-to-year, as a gauge of progress towards appropriate self advocacy.  Completed questionnaires should be kept in the student’s portfolio.

     

    Activities and Tasks

    PLEASE CLICK TO VIEW: ALL SELF-ADVOCACY ACTIVITIES DOCUMENTS

    • Academic Self-Advocacy Questionnaire – Document
    • Accommodations Questionnaire (0-3 scale) – Document
    • Attitude Inventory – Document
    • Career and Independent Living Goals Update – Document
    • CareerOneStop:  Pathways to Career Success – Website
    • Classroom Accommodations Request – Document
    • Confidence Inventory – Document
    • Data vs. People vs. Things – Document
    • Goals Inventory – Document
    • How ADHD Affects Learning – Website
    • How Do I See Myself? – Document
    • Learning Channel Preference – Document
    • Learning Styles Inventory – Document
      • Understanding Learning Styles – Website
    • Learning Styles Questionnaire – Document
    • Minimum Wage Laws in the U.S.  –  Website
    • Occupational Outlooks Handbook –  Website
    • Personal Profile – Document
    • I’m Determined – Website
    • Self-Advocacy Activities – Document
    • Self-Advocacy Questionnaire – Document
    • Self-Determination Websites
      • Center for Self-Determination – Website
      • Self-Advocacy Quick Guide – Document
      • Self-Advocacy, Self-Determination – Website
    • Strengths/Capabilities Inventory – Document
    • Student Interest Inventory – Document
    • Student Interview – Document
    • Student Skills Inventory – Document
    • Student Worksheet ~ Disabilities – Document
    • Virginia 2012 State Occupational Employment and Wage Estimates –  Website
    • Virginia Department of Education – For Parents and Students – Website
    • VITC –  Website
    • Working Conditions Inventory – Document