Tips 4 Teens with IEP's

 Empowerment = Self Advocacy

Empowerment is the process of becoming stronger and more confident in controlling one's life and claiming one's rights.

Empowerment is one of those things you gift to yourself. Empowerment can not be given to you by someone else. The more you practice empowerment the easier it becomes. Empowerment does not mean that you will never have feelings of anxiety or fear. It does not mean that you will never feel threatened or intimidated. It means that despite any of those feelings you are still going to:

• Speak up for yourself in a clear authoritative way
• Describe your strengths, needs, interests and goals, desires/wishes for the future
• Know your needs and wants
• Ask for what you need or want
• Understand how your disability affects YOU
  • Describing your disability to others and how it uniquely affects you
  • Making sure it is the right time and right place
• Take responsibility for yourself, obtain help, and look out for yourself
• By sharing what works and doesn’t work
• By sharing concerns or fear
• Learn to accept assistance from others!
• Take responsibility and ask for accommodations
• Ask about resources not readily available
• Find out about your rights
• Know who to ask if you have a question in each environment (school, college, work, healthcare)

 EMPOWERMENT = SELF ADVOCACY

MISSED OPPORTUNITIES

Without self-advocacy you miss opportunities to participate in

• class,
• social events,
• educational opportunities, or
• work advancement.

SELF ADVOCACY REQUIRES:

• Communication
  • 2 year olds self-advocate with pointing and temper tantrums
• Making decisions
  • Preferences vs dislikes
  • We teach that with forced choices – pick between these two
• Use of Ask or Tell skills
  • Can I do this
  • This is not working for me
  • Avoid misconceptions (I need more time to talk in a group – I am not being rude)
  • Ask for what you want
    • I have my phone on because my son’s doctor at the hospital is going to call me
    • I use my phone to record my homework
  • Others need the information too to understand
• Knowing your strengths
• Knowing your educational needs/weaknesses – so you can get support
• Knowing your goals and dreams
• Knowing what Supports / Accommodations / Modifications are available

Accommodations – what do I need to be successful

            Extended time

            Having a test read to you

            Having help from a teacher

            Asking to retake a test you have failed

• Assertiveness
• Leadership
• You must know your rights
• You must know the law
• Use of common sense
• Knowledge of resources
• You have educational rights and schools don’t always tell you about them!
• Direct instruction and practice – think about the 2 year old
• Knowing when and how to approach others
• Negotiating desired goals
• Building an understanding and trust
• Creating safety comfort and productivity
• Self-disclosure or explanation as to why an accommodation is needed

SELF ADVOCACY SCRIPTS

HOW DO I ASK FOR ASSISTANCE?

SPEAK UP AND TAKE CHARGE OF YOUR LIFE!

THE WORST THAT CAN HAPPEN IS SOMEONE SAYS NO.

SO, WHAT!

ACCOMMODATIONS are supports you need to access your education and reach your goals.

 Here are steps that you can take with your teacher to ensure that you are successful in class!

REQUESTING ASSISTANCE SCRIPT

• Look at the teacher.
• Give eye contact.
• Ask for the accommodation.

“May I please have the notes ahead of time?”

• State the reason (it can include self-disclosure)

            “It is difficult for me to listen and take notes at the same time.”

            “I have dysgraphia and write slowly.”

• Thank the teacher.
• Use the accommodation!
• Check in and if it works ask that it be added to your IEP.

RESPONSE TO A TEACHER REFUSAL SCRIPT

• Teacher says, “No”.

“Will you please call an IEP meeting so we can discuss this.”

• Teacher says, “You can’t call an IEP meeting only your parents can”

“I will ask them to – thank you.”

• You write a letter to your case manager and your parents about your request and the exchange you had with your teacher and you copy it to your principal.

YOU ARE NEVER TOO YOUNG TO SELF-ADVOCATE  -

2 YEAR OLD  -"Me do it!"

(I WANT TO DO IT MYSELF!)

IEP SCRIPTS FOR SDIs

Create scripts in IEPs to add to SDIs to be reminded to use or to have others prompt you to use them.

I don’t like it when ____.

I need ____ to be able to _____.

My IEP says I am to be supported with ____.

I need your help with ____.

            I need assistance breaking this down.

                        Did I break this down correctly?

            I need assistance figuring out how long this will take.

            What tools will I need to do this/ to start this?

            What do I need to do first?

            How do I put this on my calendar so I will remember?

            Can you check to see if I put it on my calendar correctly?

            I find it difficult to ___.

            I shut down / get frustrated when ____.

            It is over whelming to me when ____.

            I need you to review the steps again with me please.

            I need you to write the steps out for me please.

            I am guessing - can we take a break and start again.

Can you repeat exactly what you just said, but slower?

Can I sit where I can see you when you are talking?

            Can I have more time to think.

            I am getting overwhelmed.

            I need a break.

The bottom line to all of this is that if you do not tell people what you need you can not get accommodations.

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 AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.