Self-advocacy is defined as the ability to understand and communicate one’s needs, interests, and views to others in an effective manner.  It also involves the ability to make informed decisions. Students learn to become self-advocates by acquiring self-advocacy skills in four critical areas: (a) knowledge of self, (b) knowledge of rights, (c) communication, and (d) leadership (Test et al., 2005). The language used to discuss self-advocacy is sometimes synonymous with the term self-determination: a set of behaviors an individual engages in to make vital changes within their life (Burke et al., 2020; Test et al., 2005). The table below provides a list of sample self-advocacy skills.

 Note. Table based on Test et al. (2005).

When students with disabilities develop self-advocacy and self-determination during high school, they are more likely to experience education, employment, and independent living success after high school (Mazzotti et al., 2021). Research promoting self-advocacy skills has also been associated with other outcomes, such as students’ (a) knowledge of rights under the Americans with Disabilities Act (Wood et al., 2010); (b) participation within their Individualized Education Program (IEP) meetings (Test et al., 2005); and (c) development of disability self-awareness (Mazzotti, et al., 2018). In addition to these positive outcomes, instruction in self-advocacy is rated by educators as one of the most important pre-ETS in the transition to work for students with disabilities (Carter et al., 2020). Instruction in self-advocacy can be accomplished by providing frequent opportunities for students to practice skills that will make them self-advocates (e.g., providing opportunities for them to make choices; Abery & Karapetvan). By instructing students to become self-advocates, educators foster independence and decrease the need for students to depend on others. For students with more extensive support needs, educators should also systematically foster opportunities for students to communicate needs and wants across modalities (e.g., verbal and nonverbal language; Morningstar, 2017). Educators may also consider using facilitated methods of instruction when providing self-advocacy instruction, such as person-centered planning (e.g., goal setting) or direct instruction (e.g., the use of curricula that promote self-advocacy; Test et al., 2005).

To teach self-advocacy and self-determination skills to students with disabilities, educators need to know practices that promote self-advocacy and self-determination and methods for incorporating them into daily instruction (Carter et al., 2020; Rowe et al., 2015). For example, teachers should consider using free curricula, supported by research, to teach self-advocacy and self-determination to students with disabilities (e.g., Whose Future Is It Anyway?; NTACT, 2021). Practitioners can also embed self-advocacy and self-determination instruction into (a) IEP and transition planning processes, (b) classroom activities and assessments requiring students to advocate for IEP accommodations, and (c) classroom instruction aligned with state standards (Carter et al., 2020; Rowe et al., 2015; Test et al., 2005). It is also critical educators consider and understand how a student’s culture and family may impact the student’s self-advocacy and self-determination (Suk et al., 2020).

• ME! Lessons for Teaching Self-Awareness & Self-Advocacy
• Resources: Instruction in self-advocacy
• Whose Future Is It Anyway Curriculum

Abery, H. B., & Karapetyan, L. (2018). Supporting the self-determination of students with special education need in the inclusive classroom. In Ticha, R., Abery, H. B., Johnstone, C., Poghosyan, A., Hunt, F. P. (Eds.), Inclusive Education Strategies: A Textbook (pp. 1-249). Regents of the University of Minnesota. 

Burke, K. M., Raley, S. K., Shogren, K. A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H., & Behrens, S. (2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176-188. https://doi.org/10.1177/0741932518802274  

Carter, E. W., Awsumb, J. M., Schutz, M. A., & McMillan, E. D. (2020). Preparing your for the  world of work: Educator perspectives on pre-employment transition services. Career Development and Transition for Exceptional Individuals, 00(0), 1-13. https://doi.org/10.1177/2165143420938663

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W. H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793

Mazzotti, L. V., Rowe, A. D., Wall, C. J., Bradley, E. K. (2018). Increasing self-advocacy for secondary students with disabilities: Evaluating effects of ME! INCLUSION, 6(3), 194-207.

Morningstar, M. (2017). Transition to adulthood for youth with severe and multiple disabilities In Orelove, P. F., Sobsey, D., & Gilles, L. D. (Eds.), Educating Students with Severe and Multiple Disabilities (pp. 1-524). Paul H. Brookes Publishing Co.  

National Technical Assistance Center on Transition (2021). Effective practices and predictors. 

Rowe, D. A., Mazzotti, V. L., & Sinclair, J. (2015). Strategies for teaching self-determination skills in conjunction with the Common Core. Intervention in School and Clinic, 50(3), 131-141. https://doi.org/10.1177/1053451214542043 

Suk, A. L., Sinclair, T. E., Osmani, K. J., & Williams-Diehm, K. (2020).  Transition planning: Keeping cultural competence in mind.  Career Development and Transition for Exceptional Individuals, 43(2), 122-127. https://doi.org/10.1177/2165143419890308

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601

Workforce Innovation and Opportunity Act of 2014, Pub. L. 113-128, STAT, 1634. https://www.govinfo.gov/content/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf

Wood, C. L., Kelley, K. R., Test, D. W., & Fowler, C. H. (2010). Comparing audio-supported text and explicit instruction on students’ knowledge of accommodations, rights, and responsibilities. Career Development for Exceptional Individuals, 33(2), 115–124. https://doi.org/10.1177/0885728810361618