Disability and Developing Self-Advocacy Skills

After our daughter, M. graduated from high school and decided that college was not the right path for her, the big question was “Now What?”. I came across an ad for a “Horse Caregiver” at a barn for a non-profit organization. M. had several years of experience grooming, tacking up horses and mucking stalls. Equine care was her passion, and this sounded like the perfect opportunity. She was given an interview and asked pointed questions regarding horse care. I wasn’t present during the interview but knowing M’s learning disability, her answers were brief, no skills were embellished with an elaborate list of accomplishments. M. was turned down for the position. So, in response, I suggested she volunteer to work in the barn with the horses. M. volunteered and eventually won the respect of the barn staff as a capable worker. After volunteering for two years, I said to M “the equine organization will accept your working for free indefinitely, now it’s time to self-advocate for the paid position you deserve.” M. was overlooked as a paid employee until she chose to self-advocate for the Equine Caregiver position that she was so richly qualified to perform and was hired!

Self-advocacy is defined as the ability to communicate your needs. This is a challenging task for everyone but becomes especially difficult for individuals with disabilities. Asking for a raise at work or accommodations at school can be a challenge. Knowing your disability and how it impacts your daily life is the first step to understanding what accommodations are needed to support your success whether in school at work or in the community.1

First step toward self-advocacy is self-discovery. You can keep a journal, or a digital record tracking your strengths and acknowledge your challenges. Write down a typical day beginning with waking up in the morning and following your routine through the end of the day. What challenges did you face and overcome, be as specific as possible. What difficulties did you face during the day and how can you approach these moments in the future. Examples of character strengths can be found at Types of Strengths in Kids.2

In the state of Connecticut, students with an Individualized Education Plan (IEP) are invited to participate in the annual Planning & Placement Team (PPT) meetings following the student’s 13th birthday. This is an important time for the student to see evaluations and the recommended accommodations and modifications to support student success. Keep copies of all reports and place them in a binder. Become familiar with the supports you receive and how each helps in academics and life skills learning. A list of Connecticut State Department of Education (CSDE) list of “Supplementary Aids and Services” can be found in this PDF link.

Now that you understand your disability, how it impacts your life along with the specific accommodations and modifications you need, it’s time to develop communication skills. Self-advocacy is all about communicating your needs in a polite and respectful manner. Role playing can be an effective way of practicing communication skills. You can practice with a friend, family member, teacher or any trusted individual. There are many scenarios to choose from including situations at school, work or as a volunteer in the community. Requesting accommodations does not mean you are asking for special privileges. On the contrary, you are asking for the supports that enable success. Strong self-advocacy skills help foster confidence to achieve the goals you strive for in all areas of life.

Citations

  1. What is Self-Advocacy, By Andrew M.I. Lee, JD https://www.understood.org/en/articles/the-importance-of-self-advocacy
  2. Types of Strengths in Kids. (2024). Retrieved August 16, 2024, from https://www.understood.org/en/articles/types-of-strengths-in-kids
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