Sample Individualized Education Plan
To help a student articulate his/her needs and concerns, developing and practising personalized scripts is an important part of the process.
Including the goal of self-advocacy directly on an IEP allows for school staff to be accountable to teach the specific goal of self-advocacy on the IEP and to monitor the student’s progress.For example, these statements could possibly be included on a student’s IEP whose goal is recognizing when he/she needs to communicate his/her needs to the teacher or EA. Please note that the student’s goal is to reduce EA support and work independently without being singled out in the classroom.
Note at the bottom section of the handout is the student’s personalized script. This could be posted inside his/her agenda so that he/she can refer to it without singling himself/herself out. In time, if the statements are rehearsed repeatedly, he/she could start to say them without referring to the script.
The worksheets above could be used as part of a self-advocacy program. Students could
complete the worksheets to help them begin to recognize their strengths and needs. As in any teaching situation these worksheets that focus on self-identification should be altered to match the particular group of students you are working with. This activity could be followed up with a one-on-one session where the student’s needs are first listed on paper. Then, in the next session, those needs would be coupled with what accommodations could be requested.
This document provides an example of how a student could pair specific needs with accommodations they have a right to ask for from teachers.
The “teaching effective comunication skills for self-advocacy” document includes a list of possible strategies a teacher could use, which would enable students to practise communicating effectively.
Role playing is a very effective way to help a student at any age develop effective communication skills.
The link above provides some examples of various scenarios which could be acted out in order for a student to practice good communication skills. The first one is geared to a younger child and helps them problem-solve and start to think about who could help them. There would be several ways to role play it, he/she might try to advocate to his/her peers, in which case you would need to add a few students to the scene.
If the child decides to talk to an adult, then one other student would be added to the scene. Some of these scenarios involve advocating with another individual, some of them involve a group, others involve speaking to an adult in an authority position. Students need a lot of practice and guidance in order to master using a variety of communication skills for different situations.