Self-advocacy is a vital skill that allows students with special needs to express their thoughts, understand their strengths and weaknesses, and actively participate in decisions that affect their education.

Educators must promote self-advocacy skills through the Individualized Education Program (IEP) goals, which can enhance student independence, boost confidence, and lead to better long-term outcomes.

1. Communication Needs

Effective communication is necessary for developing self-advocacy skills in students with special needs.

Students can’t advocate for themselves when they have difficulty expressing their thoughts, asking for help, or explaining their accommodation.

Targeted self-advocacy IEP goals to address these communication challenges help students voice their needs confidently; eventually, they engage more fully in their education and build a foundation for lifelong self-advocacy.

Examples of Self Advocacy IEP Goals for Communication Needs

• By the end of the semester, the student will independently ask for help when they do not understand an assignment or directions in 80% of classroom activities, as measured by teacher observation and student self-report.
• Within three months, the student will raise their hand to request clarification on confusing instructions in at least 4 out of 5 instances, as measured by classroom participation logs.
• The student will verbally or in writing ask the teacher for additional examples or explanations when they encounter a difficult concept in class at least once per week, as measured by teacher-student interactions.
• By the end of the school year, the student will use a signal (e.g., raising a specific card or writing on a whiteboard) to request help from the teacher during group work, with 80% accuracy as observed by the teacher.
• The student will practice identifying situations where they need help, and in 3 out of 4 instances, will independently ask for assistance within a five-minute window, as measured by teacher feedback and self-reflection.

2. Explaining Accommodations to Teachers

Explaining accommodations to teachers is a vital self-advocacy skill.. When students understand their accommodations and can communicate with them confidently, they help create a positive learning environment.

Self-advocacy IEP goals that focus on this skill help students gain the confidence to discuss their unique needs with teachers and ensure they receive the necessary support in the classroom.

Self Advocacy IEP Goal Examples for Explaining Accommodations

• By the end of the school year, the student will be able to describe their accommodations (e.g., extended time on tests, quiet space) to at least two different teachers or staff members in 3 out of 4 opportunities, as measured by teacher feedback.
• Within six months, the student will initiate a conversation with their teacher about their need for specific accommodations (e.g., use of speech-to-text software) in 80% of new class settings, as recorded by teacher and student reports.
• The student will role-play explaining their accommodations to a peer or teacher in a controlled environment and will successfully describe their needs in 4 out of 5 practice sessions, as measured by special educator observation.
• By the end of the semester, the student will identify and explain two accommodations that help them succeed in class and share them with a substitute teacher or classroom aide in 3 out of 4 instances, as measured by teacher feedback.
• The student will independently inform new teachers about their accommodations at the beginning of each term and complete this task in 90% of class changes, as monitored through teacher reports.

3. Participating in IEP Meetings

Participating in IEP meetings enables students with special needs to voice their opinions, share their strengths and challenges, and actively set their educational goals. Including self-advocacy IEP goals that encourage participation helps students confidently express their needs and preferences with confidence.

Self-advocacy IEP Goal Examples for Involvement in IEP Meetings

• By the end of the school year, the student will actively participate in their IEP meeting by sharing their own progress on one goal and suggesting a new goal to work on, in 100% of their IEP meetings, as measured by participation notes.
• Within six months, the student will attend and contribute to their IEP meeting by verbally sharing one strength and one challenge they face in the classroom, in 4 out of 5 meetings, as recorded by IEP team feedback.
• The student will create a presentation (e.g., PowerPoint, poster) about their learning preferences and goals and will present it at their IEP meeting, achieving this in 3 out of 4 meetings by the end of the school year.
• The student will write down their strengths and weaknesses ahead of each IEP meeting and will share at least two of these during the meeting, in 4 out of 5 IEP meetings, as documented by meeting minutes.
• The student will practice introducing themselves and discussing their goals at IEP meetings and will independently lead a portion of the meeting in 2 out of 3 meetings by the end of the academic year, as measured by teacher and parent reports.

4. Requesting Accommodations in Community Settings

Requesting accommodations in community settings empowers students with special needs to advocate for themselves outside the classroom.

Confidently asking for support in places like libraries, stores, or after-school programs strengthens their independence.

Self-advocacy IEP goals that focus on this skill help ensure students receive the assistance they need in real-world situations.

IEP Goal Example for Requesting Accommodations

• The student will request a quiet space to complete homework or other activities in community settings (e.g., library or after-school program) in 3 out of 4 opportunities, as measured by parent and staff reports.
• By the end of the semester, the student will independently request support (e.g., asking a librarian for help finding books) in community settings in 4 out of 5 opportunities, as measured by parent and community feedback.
• The student will practice asking for necessary accommodations (e.g., requesting to sit near the front during a community event) in 3 out of 4 extracurricular activities, as measured by self-report and parent feedback.
• Within six months, the student will independently ask for clarification or assistance in at least two non-school environments (e.g., at a store or community center) in 80% of identified situations, as measured by parent reports.
• The student will request appropriate accommodations (e.g., asking for a modified task at a community workshop) in 3 out of 5 community settings, as observed by parents or community staff, by the end of the school year.

5. Identifying Strengths and Weaknesses

Recognizing their strengths and weaknesses helps students with special needs advocate more effectively. They can communicate their needs confidently if they understand their abilities.

Self-advocacy IEP goals focused on this skill empower students to take control of their learning, which in turn leads to greater independence and success.

Sample IEP Goals for Identifying Strengths and Weaknesses

• By the end of the school year, the student will verbally identify at least three personal strengths and two areas of need related to their disability in 3 out of 4 classroom discussions, as measured by teacher and counselor feedback.
• The student will write a reflection identifying one strength and one challenge for each subject area and share this with their teacher or parent in 4 out of 5 discussions, as measured by teacher and self-reports.
• By the end of the semester, the student will independently identify one strength and one area for improvement during peer discussions or when working on group projects, in 3 out of 4 instances, as observed by the teacher.
• The student will create a personal "strengths and needs" chart, listing at least two strengths and two areas of difficulty, and will share it with their IEP team during meetings in 4 out of 5 sessions, as measured by meeting notes.
• The student will participate in self-assessments, identifying strengths and weaknesses in 4 out of 5 discussions with their special education teacher or counselor, as measured by student reflections and teacher reports.

Tips for Supporting Self-Advocacy Development

• Teachers and staff can model ‘self-advocacy’ by openly expressing their own needs and advocating for students.
• Integrate self-advocacy practice into daily classroom activities. Role-playing scenarios, group work, or individual meetings can create structured opportunities for students to practice communicating their needs.
• Directly teach communication skills, such as–how to express feelings, needs, and preferences clearly and respectfully. Social stories, scripts, or sentence starters can help guide students through the process of advocating for themselves.
• Set specific, attainable self-advocacy goals in the IEP. For example, goals like "ask for help when needed" or "explain accommodations to a teacher" provide clear targets and trackable progress.
• Use apps or digital tools that help students practice self-advocacy in a controlled environment. Some apps allow students to track when they’ve asked for help or requested accommodations, offering feedback to reinforce the behavior.
• Teachers should encourage students to reflect on their strengths, challenges, and needs. They should provide opportunities for students to identify what works for them and where they need support.
• Work closely with parents to support self-advocacy skills at home. Allow parents to give their child opportunities to express their needs in household decisions or social situations; this helps reinforce the skills learned in school.