advocacy card handbook edits SR

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Building Student Advocacy Cards
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Junior / Intermediate / Senior ●●
Created by:
Julia Osborne
Intermediate Special Education Resource Teacher
Greensborough Public School
York Region District School Board
Student Self-Advocacy
Self-advocacy refers to a student’s ability to understand their own learning strengths and needs; and to
communicate with others to acquire the support they need in order to meet those needs and their
learning goals.
Student self-advocacy is a critical step in equipping all students with the confidence and strategies to
access the right supports in the classroom. Students who learn to self-advocate are more independent,
self-aware, self-determined, and have better post-school outcomes.
The Advocacy Handbook
The Advocacy Handbook was created to guide the creation and use of student advocacy cards in your
classroom and at your school.
The Handbook includes step-by-step instructions for introducing your students to the concept of selfadvocacy, including helping them visualize what self-advocacy might look like for them. This Handbook
will also walk you through how to take your students through the Advocacy Card building activity, so that
by the end of this handbook, you have a set of individualized advocacy cards ready to be used by your
students.
Components of the Handbook
1) Before Creating the Advocacy Cards
This section outlines the preparation activities you will need to complete before asking your students to
create their advocacy cards. There are two general steps to preparation: (1) preparing the materials, and
(2) preparing your students.
2) Creating the Advocacy Cards
This section provides you with a step-by-step summary of how to facilitate the Advocacy Card building
activities. This section has been divided into two sub-sections, to address the two pages included in the
Advocacy Card (“This is how I learn” and “This is what helps me”). All sections include detailed step-bystep instructions, and when necessary, prompting questions and self-advocacy examples that can be used
to help your students brainstorm and fill out their advocacy templates.
Note: Creating the Advocacy Cards will require at least 2-3 class periods (not everything can be done in
one lesson).
3) Using the Advocacy Cards
This section describes how your students can begin using their advocacy cards at school. It’s likely that,
once introduced, you will find new ways to leverage the advocacy cards.
4) Linking the Advocacy Card to the IEP
This section provides you with a step-by-step summary of how to link the advocacy card to the Individual
Education Plan (IEP). It provides detailed instructions of how your students might leverage their selfknowledge (via the advocacy card) to have a voice in the IEP process.
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Appendices
A set of appendices has been included at the end of this handbook. Here you will find:
A.
B.
C.
D.
E.
F.
Prompting questions to help your students think about what to put on their advocacy cards
Examples of support strategies and accommodations for each of the three advocacy card sections
An Advocacy Card Brainstorming Template
A Learning Strengths, Needs and Interests Template
An Advocacy Card exemplar
A PowerPoint based advocacy template
G. Advocacy Card Activities
H. Guiding questions that students can ask their parents when educating them on their IEP
I.
Board resources that can be useful during the process of teaching self-advocacy
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Before Making the Cards
Advocacy cards are built around recognition of students’ strengths, needs and interests. Using stories is a
highly effective way to give students a common example they can relate to, and a context within which to
consider their own needs. Included below is a list of picture books that can be used to facilitate this dialogue
at a level that students can understand and relate to.
Picture Book Resources
Howard B. Wigglebottom Listens to His Heart by Howard Binkow
Lesson: You do not have to be good at what everyone else is good at, there is no one right thing. Celebrate the
things that you are good at and never allow others to turn you away from them.
It’s Okay to Be Different by Todd Parr
Lesson: Everyone is different, and that’s a good thing!
Incredible Me by Kathi Appelt
Lesson: Each of our differences make us who we are and they are to be celebrated
I Like Myself! by Karen Beaumont
Lesson: We all possess many qualities that make us special and should be celebrated
Ellison the Elephant by Eric Drachman
Lesson: An outsider feels alone until he is able to understand his own unique gift and use it in a way where
others appreciate and respect him
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Prepare the Materials
For each student, prepare the following materials:
• One 11” x 17” piece of paper folded into three columns
STEPS
•
Label each section of the paper (each column) with one of the following
categories:
 In class
 Homework & assignments
 For tests
•
Create two MASTER templates on chart paper:
 The first template should be divided into three sections and labelled
with the three categories (in class, homework & assignments, for tests
– Appendix C). Leave the templates blank.
 The second template should be divided into three sections and labelled
with the three categories. Under each category, list 3-4 prompting
questions (see Appendix I) that your students can refer to when making
their advocacy cards. These questions should help them think about
what they would record in each section.
Print out the Learning Disabilities Processing Skills Chart to help students
identify/understand what they might require to support specific areas of need
•
Prepare Your Students
•
1-2 classes before making the advocacy cards, discuss advocacy and selfadvocacy with your students
 Teacher: This is when you can incorporate the picture books listed on
page 3 to support the various needs of the students in your class
•
Discuss the different strengths, needs and interests that exist within the class
(invite students to share their learning preferences, where they notice they
need help, etc.)
As a class, brainstorm what self-advocacy (by a student) might look like
Record the examples of self-advocacy on chart paper and keep it displayed in
the classroom so that it’s visible when the students create their advocacy cards
•
•
Prompting Questions for Student Brainstorm
DISCUSS
The following are some examples of prompting questions you might use to help your
students brainstorm self-advocacy. Answers to look for have also been provided, which
can be used as examples if your students are having difficulty getting started.
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What is self-advocacy?
ASK
Responses to look for:
LOOK FOR
ASK
•
•
Taking action on one’s own behalf
Identifying your strengths and opportunities and being assertive about what you
need
What does self-advocacy look like?
Responses to look for
LOOK FOR
ASK
•
•
•
•
•
Asking for what you need
Standing up for yourself
Knowing that you have a right to support and asking for it
Telling your teachers how they can help you
Asking teachers/parents/coaches to change something they’re doing so they can
support you better
Can you give me an example of a time when you’ve asked an adult for something you’ve
needed? (this can be in any context – at school, at home, during extra-curricular, etc.)
Responses to look for
LOOK FOR
•
Asking parents for help with homework
•
Asking parents to help you manage your time (e.g., for big assignments)
•
Asking coach what you can improve on
•
Asking coach to try a new position
•
Asking teacher for extra help in math
•
Asking to be seated closer to the board/away from distractions
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ASK
What are some things that you know you need at school, but that you find hard to ask
for?
Responses to look for
LOOK FOR
WRAP UP
•
Extra time on tests
•
Homework reminders
(Teacher: see Appendix A for more examples)
•
Wrap up the brainstorm by introducing the idea of advocacy cards to your
students, and explaining that you will be creating these during your next class.
•
Show them an example of a completed advocacy card (see Appendix E for sample)
•
Invite your students to spend some time between now and then thinking about
what they might want to record on their advocacy card
•
Let students know if you are available to discuss their needs in advance of the
card-making activity in case they have concerns
•
Teacher: This would be a good time to take a photo of each of your students, to be
added to their individualized advocacy cards, if you don’t already have photos to
use.
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Making the Advocacy Cards
Page 1: This is how I learn
•
•
•
STEPS
This is an independent activity
Distribute an 8 1/2 x 11” paper divided in half with strengths and needs at the top
After students have recorded their own ideas about their strengths and needs,
distribute one checklist to each student (see Appendix D)
Show the students the first page of the Advocacy Card exemplar, and walk
through the two sections (strengths and needs)
Students will follow along with you as you discuss examples of strengths and
needs
Meet with each student individually when their templates are complete to verify
the accuracy of their selected strengths and needs; and to customize any
strengths and needs if necessary
•
•
•
Explain the Activity
SAY
•
•
•
•
•
•
•
•
Review the idea of creating Advocacy cards, displaying the exemplar (see
Appendix E) provided or an exemplar that you have created
Note that there are two sides to the Advocacy card: the first page explains how
the student learns; the second page describes the strategies that help them
learn
Explain that this activity will help students identify what should go on the first
page of their Advocacy Cards
Explain that students will first consider the many things that they are good at
and write them down
 Teacher: It is important to begin with students’ strengths, as this is
where all teachers should be looking first when reviewing a student’s
advocacy card.
Next, ask students to consider some of the areas that they have difficulty with
and to write them down
Explain that you will describe what is meant by each of the strengths and needs
(including specific examples relevant to your community of learners), and as
you discuss them, students will place a checkmark next to the strengths and
needs they have
After students have completed their own strengths and needs template, and
checklist (if necessary), invite volunteers to share some of the learning
strengths and needs they identified for themselves, to allow for an open
dialogue
 Teacher: An open dialogue encourages acceptance of everyone’s
individual strengths and needs and helps to reduce any stigma
associated with asking for what they need.
Meet with students once their checklists are complete as an opportunity to
personalize their selected strengths and needs; and to ensure their accuracy
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•
Wrap up the activity by collecting students’ page 1 templates (ensuring they’ve
put their names on them!)
•
Explain the next steps:
 Transfer the content from their templates onto a computer template (the
WRAP UP
Advocacy card will be printed when both pages are complete)
 Teacher: Inputting each student’s information into the template personally
allows for quicker completion. However, these activities are aligned to
Language curriculum and can be incorporated into classroom time.
 Next, they will work on page 2 of their Advocacy cards: This is what helps me.
Page 2: This is what helps me
•
•
•
•
•
•
•
•
STEPS
Distribute one prepared template (11”x17” sheet divided into three) to each
student (see Appendix C)
Display the sample advocacy card for student reference
Complete an example together as a class
Using chart paper, put up a fresh template with prompting questions (see
Appendix A) in each section
Direct students’ attention to their advocacy templates
Instruct students to work through completing the template one section at a time
Instruct students to use the LD Processing Skills chart to support their
understanding of what might help them succeed in the classroom
Once students have written what they are able to, hand out the checklists with
more examples of accommodations that can be offered to them (i.e., in class, for
homework and assignments, and for tests)
 Teacher: Depending on students’ needs, you might begin with the
checklists to support communication and scribing needs.
 Note: To fully support your students, consider
customizing/personalizing the checklists. Currently, the checklists are
large and might become overwhelming for some students. It might be
helpful to reduce the number of options offered on each checklist, so
that only relevant options are visible to the student.
Explain the Activity
•
•
DISCUSS
•
Ask students to place their templates in front of them
Invite volunteers to share some of what they remember from the last class (what
is self-advocacy, what might it look like, what’s the purpose of these cards)
Explain that by the end of this activity, they will have each created the contents of
their advocacy cards; and after class you will assemble these into the actual
advocacy cards that they can start using
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Complete an Example
Using the following scenario, ask students to work together as a large group to
determine what might appear on this student’s advocacy card. Record their ideas using
the first template you created on chart paper.
MODEL
Scenario:
David is struggling in math. He has a hard time remembering to do his homework,
and he gets very nervous when he has to write a test. Sometimes, the other
students in class distract him if they’re noisy. There are changes that David and his
teacher can make to help him be more successful in math class. What might these
changes be?
 Teacher: Use the same prompting questions that students will use to create
their own advocacy cards to help facilitate the brainstorming during this
activity.
Begin Creating Advocacy Cards!
•
Explain that students will now begin creating their own advocacy cards by filling
out the template you provided them with earlier
 Teacher: Some students might need you to scribe for them.
•
Use prompting questions to help guide students’ thinking
•
Remind students they can refer to the chart at the front for prompting questions
•
Ensure the sample advocacy card is displayed somewhere students can see it if
they need an exemplar
•
Throughout the work period, read some of the prompting questions out loud and
give examples to help students make the connection between the questions and
what they might write down
 Teacher: Some students might need the support of a checklist to
determine the accommodations necessary for their learning needs (see
appendix B)
•
Wrap up the activity by collecting all of the students’ advocacy card templates
(ensuring they’ve put their names on them!)
•
Explain the next steps:
1. You will transfer the content from their templates onto a computer
template and print them out
2. The printed version will include their name and a photo of them
3. This version will be a half-page in size
4. The advocacy card should be kept in a binder or agenda that is with
them all of the time at school
•
Let students know when they can expect to receive their completed advocacy
cards
SAY
WRAP UP
9
•
Explain to students that they will be working through activities in order to practice
advocating for themselves
Teacher’s Next Steps:
•
•
•
•
•
Create individual advocacy card by transferring the student’s template content into the
PowerPoint template provided
When printing, rotate the second side of the advocacy card 180 degrees so that it is upside
down – this will allow you to print double-sided
Include each student’s photograph on the advocacy card
Feel free to change colours, borders, etc. to match the student’s preferences/personality
Print each advocacy card
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Using the Advocacy Cards
Now that the Advocacy Cards have been created, they’re ready for action!
The following section outlines a number of practical uses for the Advocacy cards, many of which link
directly to formalized processes and curricular expectations.
Remember: The more you use the Advocacy cards, the more uses you will come up with!
Additionally, Appendix G contains a number of activities that can be used to help your students consider
how they might start using their Advocacy Cards to support their own success.
Linking the Advocacy Card to the Individual Education Plan (IEP)
The Advocacy Card presents a key opportunity to make direct links between how students are asking to
be supported in the classroom, and their formal IEP.
Leveraging the Advocacy Card work as part of the IEP writing process provides students with an
opportunity to identify and express their own needs; while also becoming increasingly educated about
what they need in order to be successful in the classroom. Moreover, the balanced focus on strengths
and needs reflected in the Advocacy Card should be translated into the IEP.
These recommendations are supported by field research conducted using York Region District School
Board students. The following summarizes some key findings from the study, which included 48
elementary and 56 secondary students with a learning disability.
•
•
•
Students noted having limited opportunities for student voice in the creation and ongoing
development of their IEP
The majority of student voice felt poorly informed about the identification process and underinvolved in the design and ongoing development of their IEPs
While most felt their IEP overly focused on their learning deficits and risk factors; some students
felt their IEPs sufficiently highlighted their assets and strengths
Student Recommendation
•
Increase the level of student involvement in all stages of the IEP creation and development,
including at the elementary school level (see Appendix I for the link to What Our Students Said
summary report of field research with York Region District School Board Students)
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Here’s how…
Advocacy First!
Engaging our students in the creation and ongoing development of their IEP is critical to students
understanding themselves and their learning profile.
This understanding begins with advocacy, and the Advocacy Card provides a practical, step-by-step
process for soliciting student input that can later appear in their IEPs. Not only does this ensure that their
voices are heard; beginning with the Advocacy Card makes the content of the IEP accessible to students
by starting with their day-to-day experiences.
Tips:
•
•
Include student-identified strengths and needs in the IEP
Use student-friendly language throughout the IEP, such as in the description of accommodations
Creation of the IEP
Although teachers hold the ultimate accountability for writing student IEPs, students can and should be
involved:
•
•
Begin by educating students about the components of the IEP, ensuring they understand what is
addressed in each section and why this information is included.
Following the creation of the IEP, provide students with an opportunity to review and edit them
before they are submitted for administrator review.
 Teacher: It is important that students feel their voices are heard in this process. By
inviting students to provide feedback at this stage, it validates the student perspective
and increases their confidence in knowing and advocating for what they need. In the
longer-term, this will help to empower students to feel they can own their own success in
the classroom.
IEP is Homeward Bound
Once students have a stronger understanding of their IEP, encourage them to take it home and educate
their parents/guardian. Parent involvement is critical to the IEP process. Encouraging students to support
their parents’ understanding of their IEP opens the lines of communication and has been shown to
improve overall acceptance of the need for IEPs on the part of both parents and students.
Tips:
•
•
•
Create a student-generated checklist they can use as a guide when taking their parents/guardian
through the IEP (see Appendix H for an example)
Ask students to sign their IEP along with their parents
Keep an extra copy in the student’s file, and review it periodically throughout the term
Remember: The IEP is a living document; it can be modified and should evolve based on a student’s
changing needs
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Transition Plans
“A transition plan must be developed for all students who have an IEP, whether or not they have been
identified as exceptional by an Identification Placement and Review Committee (IPRC) and including those
identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the
IEP.” (PPM 156)
Involving students and parents in the transition plan process is an important step in linking the advocacy
card to the IEP, especially once they have been engaged throughout the IEP process.
As students become more confident in their self-knowledge of needs and success factors, they should be
given an opportunity to advocate for what they feel will best support their next transition (to high school,
the next grade, into a specific class, etc.)
Tips:
•
•
•
Collaborate with students and parents when creating the transition plan (an approach similar to
the IEP creation is appropriate)
Invite students to express what they feel is required for a smooth transition
Discuss any differences between teacher, student, and parent perceptions to ensure all are
comfortable moving forward
Transition to Grade 9 – High School
The transition to high school is a distinct opportunity to increase student involvement. At this stage,
students are transitioning to an environment in which support will look different; where they will need to
be more accountable for self-advocacy and ensuring their needs are met.
Involving students in their high school transition plan provides them with an opportunity to clarify their
specific needs, to gain confidence in their self-knowledge, and to demonstrate that confidence to their
future school.
 Teacher: This is a very powerful opportunity for students to truly see themselves as drivers of
their academic journey by playing a role in important discussions and decisions about their
future
Tips:
•
•
Ask students to present themselves to the high school during pre-review meetings
Support students by helping them prepare:
o Ask them to identify the strengths, needs, interests and other things that they feel the
high school should know about them
o Allow students to practice in the room where the pre-review will take place, to reduce
anxiety
o Alert pre-review attendees in advance that students will be presenting themselves, in
order to manage expectations
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•
•
During the pre-review:
o Encourage students to shake hands with those in attendance and introduce themselves
o Invite students to share their strengths, needs and interests in their own words
Note: Involving students in the pre-reviews will also prepare them to present themselves at the
IPRC meetings in the New Year with the high school
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APPENDIX A– Advocacy Card Brainstorming/Prompting Questions
[These questions are to be written on the chart paper, but should also be verbalized]
“In class” prompting questions:
•
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•
•
•
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•
What are some things you have a hard time doing?
What types of things do you tend to forget?
When do you need reminders?
How can your teacher help you stay organized?
What kind of support would help you in math/science/language/other subjects?
Do you prefer when the teacher tells you instructions? Or writes them down?
Does it help you to work in small groups? When/why?
Do you like when the teacher checks on you? When/why?
For homework/assignments:
•
•
•
•
•
•
Do you need reminders?
When you do feel confused?
Do you find long assignments or short assignments more difficult?
Do you show your teacher and your parents your agenda?
Would it help if you saw an example of a “great” assignment?
Do you like to know how you’re going to be marked?
For tests:
•
•
•
•
•
•
Do you get nervous for tests?
What happens when you get nervous?
What makes you less nervous?
How do you prepare for tests?
What makes studying hard?
What kinds of things can your teacher give you on the test so you don’t have to memorize
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APPENDIX B – Advocacy Card Accommodation Checklist
In Class
□ To be seated closer to the board
□ To be seated away from distractions
□ Encourage laptop use (or computer if I do not have a laptop)
□ Photocopy notes off the board
□ Hands-on lessons
□ Provide visuals to support spoken lessons
□ Write down instructions
□ Pre-teach vocabulary
□ Check-in with me to see if I understand
□ Speak slowly
□ Work with me as part of a small group
□ Break down instructions into smaller chunks
□ Check to make sure I’ve understood the instructions
□ I will need you to check my notes weekly to help me keep things organized and make sure I’m not missing
anything important
□ Repetition of new concepts (make sure you review concepts learned during the previous lesson before
starting a new one)
□ Check my agenda every night to make sure it’s correct
□ Keep one of my pencils in your drawer for emergencies (when I forget mine!)
□ Photocopy the chapter we’re working on so I can keep that copy at home (in case I forget my textbook)
□ Put homework on google docs so if I haven’t written it in my agenda I’ve got someplace else to look
□ Provide me with a multiplication chart for math and teach me how to use it
□ Provide me with reference sheets in math that describe concepts and give me examples I can work from
□ Please use math manipulatives
□ Help me choose a reading book that interests me in language
□ Allow me to show my reading comprehension by telling instead of by writing
16
APPENDIX B – Advocacy Card Accommodation Checklist
□ Teach me how to pull out important information from a chunk of text
□ Provide me with a framework for writing science procedures
□ Provide me with a framework for reporting on science experiments
For Homework and Assignments
□ Chunk major assignments
□ Provide feedback at different stages of an assignment
□ Set intermediate due dates for large assignments
□ Make sure the assignments focus on my IEP expectations for the term
□ Please do not grade my spelling & grammar (don’t take off marks)
□ Provide graphic organizers to help me organize my work
□ Provide me with a Level 4 exemplar and help me understand why it’s good
□ Provide a rubric so I know how I’ll be evaluated
□ Take me through the rubric and compare it to the exemplar
□ Make sure the assignment clearly outlines what is expected of me
□ Include the steps I should take to complete the assignment as part of the outline
□ Check-in with me along the way to make sure I’m on the right track
□ Focus on my strengths and interests related to the assignment so that I don’t get discouraged
□ Please stay positive even with constructive/corrective feedback
□ Remind me of due dates
□ Offer different methods of assessment (e.g., not always written)
□ Reduce the amount of written output so I can focus on the key takeaways of the lesson
□ Allow me the opportunity to receive feedback on my work before handing it in for grading
□ If my work is incomplete, please don’t assume it’s because I’m being lazy. It might be that I’m
confused and/or unsure and I don’t know how to tell you/I’m anxious to tell you.
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APPENDIX B – Advocacy Card Accommodation Checklist
For Tests
□ I might need to write my tests in a quieter setting like the SSC
□ I will need a study guide to know what to focus on
□ I will need you to take me through the study guide
□ I will need you to check the notes I’ll be studying to ensure I’m not missing anything important
□ Please don’t assess my spelling and grammar
□ Allow me to speak my short/long answer questions instead of writing my answers
□ Provide the test on a USB so I can complete it on my laptop
□ Please assess me on my IEP expectations (only)
□ Long tests make me anxious. Please only make tests as long as they really need to be. Break tests
into smaller tests whenever possible.
□ Please provide a word bank whenever possible
□ Please scribe for me
□ Check in during the test to make sure I’m on the right track
□ Please allow a retake test
□ Please allow me extra time to complete my test
□ Consider allowing me to have an open book test when possible
□ Please give me different opportunities to demonstrate my learning (not just a test)
□ Please do a full class review prior to the test and make sure I have the key points
□ Make sure the wording used in the test matches my reading level
□ Make sure the first few questions on the test are questions I’ll be able to answer so that I’m not
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APPENDIX B – Advocacy Card Accommodation Checklist
discouraged from the beginning
□ When the test has been marked, please celebrate my accomplishments instead of focusing on
what I missed
□ Provide study strategies (suggest what I can do at home to prepare)
□ Please don’t make me memorize formulas for tests (provide me with a list of relevant formulas to
use)
□ For math tests please give me an example of how each type of question is done as reminder of
what I’m supposed to do
□ Let me use a calculator when you’re not assessing my calculation skills
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APPENDIX C – Advocacy Card Template
In Class
For Homework & Assignments
For Tests
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APPENDIX D – Learning Strengths & Needs Template
This is how I learn…my strengths
□ Hands-on lessons – I learn best by doing
□ Visual learner – I am excellent at remembering things
when I am able to see it
This is what I have difficulty with
□ Confidence – I don’t always believe that I can do the work
(sometimes I get very nervous because I’m afraid I won’t do
it right)
skills – I have a hard time keeping track of
□ Kinesthetic learner – I learn better when I have breaks to □ Organizational
things and sometimes knowing where to start (for example,
move around
□ Auditory learner – I learn better when someone tells me
instructions and I can ask questions
□ Organized – I always write in my agenda so that I can
remember my due dates and complete homework on
time
□ Real world application – I learn better when subjects or
concepts are applied to the real world
□ Study skills – I am successful on tests when I make songs
or acronyms to remember the information
□ Working memory – I can remember new concepts taught
to me, especially when they are broken down for me
□ Attention – I am able to focus on lessons, especially if
they interest me
□ Following instructions – I am able to follow many
instructions and get started on a task right away
□ Independence – I enjoy getting started on a task and
working to complete it
I do not always remember my due dates or to take the right
text books home each night)
□ Working memory – I do not always remember everything
we learn each day, a review of the concepts before each
class would really help me
□ Processing speed – I need a little longer to think about what
I want to share
□ Attention and Focus - it is hard for me to concentrate for
long periods of time
□ Taking notes – I have a harder time when I have to write my
own notes
□ Following instructions – I have a hard time remembering
the steps when I’m given instructions
□ Easily distracted – I am very distracted by other people and
sounds
□ Emotions – sometimes I have a hard time not reacting to
people who bother me
□ Asking for help – sometimes I am not sure how to ask for
help or I’m not sure what might help me
□ Asking for help – I am able to ask for help when I need it
□ Group work – I have a hard time staying on task and
□ Leadership – I am a strong leader and like to help my
remaining focused
peers achieve success
□ Fear of the Unknown – I get nervous when I am learning
□ Group work – I work well with others
about something I have never learned or heard before
□ Positive attitude – I am excited to learn every day that I □ Social Skills – I may need help to make and keep friends,
come to class. Please push me to be my very best!
help to solve conflicts and understand other’s feelings
□ Technology – I do my best work when using a computer □ Problem-solving skills – I am not sure how to deal with
problems that I have never seen before
□ Perseverance – I am really good at trying to figure out
something that is challenging, rather than giving up!
□ Fine motor – I have difficulty forming letters neatly and
□ Problem-solving skills – I can analyze a problem and come writing for long periods of time
up with ideas for possible solutions
□ Creativity – I often have good ideas that are new and
different from other people’s
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APPENDIX E – Advocacy Card Exemplar
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APPENDIX E – Advocacy Card Exemplar
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APPENDIX F – Advocacy Card PowerPoint Template
Below is a PowerPoint version of the Advocacy Card Template. Teachers should use this
template to create the final copy of students’ advocacy cards.
To use the PowerPoint Template:
1. Right-click the image below
2. Under Presentation Object select OPEN
3. The PowerPoint document will open and you can edit each section as required
4.
Save a copy to your computer/external drive and use this as your base
template to avoid having to re-open this version each time you need to create a new
advocacy card
Interests: playing sports, reading, being outside
This is how I learn…… my strengths
This is what I have difficulty with……
• I learn by doing – I love hands-on lessons so
that I can understand new ideas and concepts
• My body needs to be moving when I learn
• I like to visually see, hear and do things
• When I study for an assessment I like when the
teacher reads over the information that we
need to know, then I like to read it on my own
and colour coordinate my notes to help me
visually organize my ideas
• I like to get the new vocabulary before a unit
in science or history so that I feel more
confident in class to participate
• I like having a photocopy of the chapter in
math, science, etc. so that I don’t have to
remember to take my book home every night
• I find it hard to sit still for long periods of time
• I have a difficult time understanding the
information when the teacher is just talking
• I have difficulty following several instructions
if they are not written down
• I have difficulty pulling out the main ideas in a
science or history textbook because there are
so many new words that I do not understand
• I need help working through my emotions
when another student says something that
bothers me
• I have difficulty communicating with other
teachers because I worry that they will react
negatively towards me
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APPENDIX G – Advocacy Card Activities
Activity 1 – Typical Self-Advocacy Situations
This activity can be used to help prepare your students for some of the more typical selfadvocacy scenarios they might encounter. This activity can be completed as a class, or you can
use it as a role-play with one/a small group of students.
Steps:
1. Divide students into groups of four; provide each group with a scenario.
2. Instruct groups to brainstorm what the student could do in the situation, in order to
self-advocate
3. If students are comfortable, ask groups to present/role play their scenario to
demonstrate student self-advocacy
4. As a class, discuss other ways the scenarios might have played out
Scenario 1 – In the Classroom
Dayna is in science class when her teacher puts an overhead on the board and says, “Ok
everyone, take out a fresh sheet of paper and copy this down. Once everyone is finished, we’ll
start the lesson.”
Instantly, Dayna becomes nervous. She has a hard time copying notes from the board – it takes
her a long time, and usually the notes don’t end up being very accurate. Her advocacy card
suggests that teachers provide her with photocopied notes, instead.
Scenario 1 – TEACHER ANSWER EXAMPLE
Dayna can self-advocate by asking her teacher for a photocopied version of the notes. For
example, “Mrs. Thomas, I have a hard time copying notes from the board. Would you be able
to provide me with a photocopied version, please?” (showing her advocacy card).
Debrief Questions (for teacher)
1. When would it be appropriate to approach the teacher about your needs? (e.g., right when
he/she mentions taking notes? After he/she has finished giving instructions?)
2. What else might this look like? (e.g., just showing the right spot on the advocacy card)
3. What are some of your concerns/fears about being the student in this scenario?
4. Have you ever been in this situation? What happened?
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APPENDIX G – Advocacy Card Activities
Scenario 2 – Homework/Assignments
J
John’s teacher has just handed out the instructions for their next big assignment. It’s a
research project, and John will need to choose a country he would like to visit and write a
report about it.
John is having a hard time thinking about all of the steps he will need to follow to complete
this project – he isn’t really sure where to start.
Scenario 2 – TEACHER ANSWER EXAMPLE
John can self-advocate by asking his teacher to provide more specific instructions on the
project by breaking it down into smaller, achievable chunks. His teacher could also support
him by providing a checklist of steps to follow, and to schedule check-in points to help him stay
on track.
Debrief Questions (for teacher)
1. When would it be appropriate to approach the teacher about your needs? (e.g., when the
teacher is back at their desk and has time to talk, after you’ve read the instructions so that
you can ask specific questions, etc.)
2. What else might this look like? (e.g., just showing the right spot on the advocacy card)
3. What are some of your concerns/fears about being the student in this scenario?
4. Have you ever been in this situation? What happened?
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APPENDIX G – Advocacy Card Activities
Scenario 3 – Tests
It’s the end of the period, and Jessica’s teacher has just told the class that they would be
having a test early next week on everything they’ve learned since the last test. Immediately,
Jessica started to feel concerned: “When was the last test?” “What was on that test?” “How
much is going to be on this test?” “What should I be studying?”
Jessica is feeling very overwhelmed and isn’t sure how to prepare for the test. She really wants
to do well.
Scenario 3 – TEACHER ANSWER EXAMPLE
Jessica can self-advocate by asking her teacher to provide a study guide with specific details
about what will be covered in the test, and what she should be studying.
Debrief Questions (for teacher)
1. When would it be appropriate to approach the teacher about your needs? (e.g., right away?
At the beginning of the next class? Sometime between now and the test?)
2. What else might this look like? (e.g., just showing the right spot on the advocacy card)
3. What are some of your concerns/fears about being the student in this scenario?
4. Have you ever been in this situation? What happened?
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APPENDIX G – Advocacy Card Activities
Activity #2 – Planning My Reactions
This activity is designed to help students anticipate/prepare for some of the more challenging
situations they might encounter, and to consider how best to respond in those situations. By
anticipating and discussing these situations ahead of time, students will feel more confident
self-advocating, and will feel less nervous about the “unknown”.
Steps:
1. Divide students into small groups OR work as a large class.
2. Share a scenario with the groups/class.
3. Brainstorm the different ways they might respond, including how they have responded
in the past if they’ve been in this situation before. Make sure to include what happened
or what might happen based on each response.
4. Discuss which responses would be the most positive, based on what would happen as a
result.
Note: This activity can also be used in a 1:1 situation with a student, to problem-solve a
situation they were just in. In this case, students can think of 1-3 ways they might respond
differently in the future.
Example situations:
1. The teacher provides a review sheet that is 4 pages long and hard to follow. This review
sheet was meant to help students study.
2. A peer student makes a negative comment about me (e.g., that I’m too slow, that they
don’t want to work with me, etc.)
3. A student in your homeroom class says that you go to the Student Support Center
because you’re stupid.
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APPENDIX G – Advocacy Card Activities
This template can be used to support the group brainstorm or the individual problem-solving of
a challenging situation.
Situation
My “gut” response
My “thoughtful”
response
How my thoughtful
response could make
things better
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APPENDIX G – Advocacy Card Activities
Activity #3 – Building a Support Network (Community Circle)
“A community circle works to increase inclusion, promote positive influence, and build
communities of learners, all within a safe and inclusive context.” (Gibbs, J. (2006). Reaching All
by Creating Tribes Learning Communities. Windsor, CA: CenterSource Systems).
Steps:
1. Invite everyone to meet in a circle sitting on chairs or on the ground (choose what works
best for your learners).
2. Remind students of the Four Tribes Agreements
a. Attentive Listening – listen with your eyes, ears and heart
b. Mutual Respect – you respect yourself, others and things
c. Participation – the right to pass
d. Appreciation – no put downs
 Teacher: If you do not use the Tribes agreements in your class, remind students of the
expectations when you are in a group sharing situation.
3. Provide students with a prompt (see below for examples), and indicate how long they
will have to reflect on the prompt (e.g., 2 minutes, 5 minutes, etc.).
 Inform students that they will be asked to share their thoughts as part of the
community circle.
4. Once everyone has had an opportunity to reflect, go around the circle and invite
students to share their thoughts
5. After everyone has shared, model appreciation for the courage it took to for them to
share; and ask volunteers to share what they will take away from the experience
Example prompts:
1. Share an example of a time when you advocated for yourself
2. Think of a time when you advocated for yourself and the person’s reaction was not what
you hoped it would be (note: encourage students to include school-based and other
experiences, such as at home, in a club, on a sports team, etc.)
3. Think of a time when you needed to advocate for yourself, but you did not feel
comfortable
4. What makes it easy to advocate for yourself?
5. What makes it hard to advocate for yourself?
6. How has learning to self-advocate changed the way you feel about yourself?
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APPENDIX H – IEP Parent Review Checklist
STEP

Did I identify my identification?
Did I identify my placement title and the description?
(Hint: it’s on the first page)
Did I explain what “modified” means, and identify which subjects are modified for
me?
(Modified means there are fewer expectations or the expectations are a different
grade level. You might have expectations at grade level that are reduced).
Did I show my parents the strengths, needs and interests I chose for myself?
Did I ask my parents to look at a program page, and discuss it with me?
(e.g., June report card comment, mark, annual goal, expectations you are focusing on,
the strategies that your teacher is committed to providing you, and how you will be
assessed)
Did I explain what an IEP will allow me to access when I go to high school?
(Learning strategies instead of an elective so that you will have a special education
teacher like me to support you with your transitions)
Did I explain that an IEP will not limit me in my future?
(I will be able to use it to support myself in college and university – an IEP is just like an
advocacy card, it allows me to better understand myself and my learning needs so
that I am better equipped to succeed)
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APPENDIX I – LD BOARD RESOURCES
PPM 156 – Educator Support Guide for Transition Planning
https://bww.yrdsb.ca/services/student/Documents/YRDSB%20Info%20and%20Communications/EducatorSupport
GuideTransitions.pdf
What Our Students Said – A Summary Report of Field Research with York Region District School
Board Students
https://bww.yrdsb.ca/services/student/Documents/LDandIEP/SD-LDandIEPresourcebrochureprint.pdf
LD Processing Skills Chart
https://bww.yrdsb.ca/services/student/Modules/LDModule/ProcessingSkillsChart.pdf
Self-Advocacy Resources (videos, advocacy card templates, etc.)
https://bww.yrdsb.ca/services/student/Pages/Self%20Advocacy.aspx
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ACKNOWLEDGEMENTS
I would like to thank those who have played an integral role in the creation of this handbook. I
appreciate the many hours spent brainstorming and editing; and the support and
encouragement received along the way.
LD Steering Committee, Dr. Steven Reid, Dr. Sue Ball, Learning Disabilities Association of York
Region, Lynn Ziraldo, the many SERTs and teachers who have piloted the manual, Kelli Cote, Jim
Spiers, Tim McFadden, Leanne Hughes-Fernandes, Steven Gardner, my many colleagues,
Lindsay Valve, Leanne Garfinkel and my husband and children Kyle, William and Amelia
Osborne and most importantly the many incredible students I have had the honour of teaching
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