Self Advocacy Skills
Self advocacy is knowing what you want, what you are entitled to, and how you can effectively achieve your goals (Brinckerhoff, 1994). I think that when students with visual impairments understand their individual strengths and needs, they will be more assertive and be empowered to find or create optimal learning environments. Students with visual impairments need to be able to explain their disability in everyday language, to list their strengths and needs, to make choices about how they learn best, and to communicate effectively with their peers and teachers regarding reasonable and appropriate accommodations
by Cathryn S. Krebs, TVI, Fairfax, VA
Publications Re:view, Volume 33, Number 4, Winter 2002
http://www.tsbvi.edu/seehear/fall02/self-advocacy.htm
Example Of a Student Communicating With a Teacher About Their Needs
http://www.tsbvi.edu/tx-sensabilities/3988-self-advocacy
List of Self Advocacy Skills
Anne Arundel County Public Schools Annapolis, Maryland
Initiate personal involvement in group activities
Raise hand to solicit assistance
Raise hand to gain attention
Ask a peer for assistance
Ask a peer to be a reader
Ask a peer to take notes
Request seating/workspace needs from classroom teacher
Request extended time for assignments/test
Identify type and cause of visual impairment
Identify vocabulary related to their visual impairment
Inform teachers about their visual impairment
Identify visual needs/accommodations to teachers/staff
Ask appropriate person for assistance
Use a reader effectively