5 Self-Advocacy Activities for High School Special Education
To teach self-advocacy to high school students, give them repeated opportunities to recognize a need, communicate it and take part in deciding what happens next. Use age-appropriate scenarios, model a useful response and offer communication supports so the whole class can participate.
Self-advocacy can show up in a work task, a classroom routine, a purchase or a planning meeting. It includes asking for clarification, requesting support, expressing a preference and communicating a boundary.
In a recent snapshot of current Shepherd learner plans, advocacy was among the most frequently assigned skill areas. That is an early observation about assignments, rather than a study of outcomes, but it reflects a practical area to explore through classroom instruction.
How to use these activities across a class
Start with one shared scenario. Offer picture choices or AAC options, a sentence starter and an open-ended response. Students can practice the same skill using the communication method and level of support appropriate for them.
Model the response for the group, then use pairs, small groups or supported individual practice. Reuse the materials in later sessions and rotate focused observations across learners, following each student’s progress-monitoring requirements.
1. Ask for clarification when a direction is unclear
Scenario: A workplace direction says, “Put these away,” without explaining where the materials belong.
Whole-class setup: Show the materials and model asking, “Where should these go?” In pairs, students take turns giving a direction and asking a question. Use a few reusable direction cards rather than preparing a separate task for every learner.
Response options: Select a question from visual choices, use “Can you show me…?” as a sentence starter, or formulate a question independently. Include the student’s usual AAC or written communication options.
What to observe: Does the learner recognize missing information and request clarification? Note the support used. In a later classroom job, look for whether they use the question when it is actually needed.
2. Request a support that makes a task accessible
Scenario: A task is easier to complete with written steps, a demonstration or a quieter workspace.
Whole-class setup: Introduce a small menu of available supports. Model identifying a need and making a request. During an existing classroom task, give students opportunities to choose and request a support. Keep the menu available for future lessons.
Response options: Point to a support symbol, use “It helps me when…,” or explain the need and suggest a support. Students can communicate through speech, AAC, writing or another established method.
What to observe: Can the learner identify and communicate a useful support? Notice whether the requested support helps them participate. Access to an established accommodation should not depend on performing this activity successfully.
3. Express a preference and take part in a decision
Scenario: The class is choosing between two roles for a project or two activities for a practice session.
Whole-class setup: Present meaningful options that can be honored. Ask everyone to make a choice before a few students share their reasoning. Use the same choice board across the class.
Response options: Select a picture, complete “I would prefer…,” or explain a preference and discuss an alternative. Allow processing time and a way to change a choice.
What to observe: Does the learner express their own preference? Can they participate in the next decision? The aim is to make their perspective part of the activity.
4. Communicate a boundary or decline a request
Scenario: Someone asks to borrow a personal item the student does not want to lend.
Whole-class setup: Model a clear response such as “No, I’m keeping this with me.” Use brief role-play cards in small groups. Agree beforehand that students can decline the role-play or use a different scenario.
Response options: Use an established “no” or “stop” signal, choose a message on a communication device, or state a boundary in their own words. Practice seeking help if a boundary is ignored.
What to observe: Can the learner communicate a refusal or limit? Make sure partners acknowledge it. Successful practice includes others respecting the student’s response.
5. Contribute to a goal-setting or planning conversation
Scenario: A student is preparing to talk about a classroom goal, work experience or future interest.
Whole-class setup: Reuse three prompts: “Something I enjoy,” “Something I want to try” and “Something that helps me.” Students prepare responses, then share in pairs or small groups. Their responses can also help prepare for an individual planning meeting.
Response options: Choose pictures, use a sentence starter, record a message or speak from brief notes. Students can decide which information they want to share.
What to observe: Does the learner communicate an interest, goal or support need? Ask a follow-up question and show how their contribution informs a next step.
How do you monitor self-advocacy progress?
Choose one observable focus at a time: recognizing a need, making a request, expressing a preference or communicating a boundary. Record the situation, response and support used.
A simple class roster can make brief observations manageable. Focus on a few learners during one activity and rotate over subsequent sessions. Agree on consistent terms with classroom staff so notes are useful.
Keep rehearsal and everyday use distinct. Selecting the right response in a lesson is different from initiating it during a classroom job or community activity. Both help identify what to practice next.
How can you differentiate self-advocacy activities?
Keep the situation age appropriate while varying the response supports. A visual choice, sentence starter, AAC message and independently formulated response can all serve the same instructional purpose.
Group learners around a shared practice need and adjust support within the activity. Reuse a small bank of prompts and communication options across classroom routines. Provide individual instruction where needed.
How do you help students use self-advocacy beyond the lesson?
After rehearsal, look for appropriate opportunities in familiar routines. Change one detail at a time, such as the partner, materials or setting. Keep needed supports available and observe whether students recognize when to use the skill.
Respond to their requests, preferences and boundaries. Students need opportunities to experience how communicating a need can influence what happens next.
Explore ready-made life skills lessons
Spectrum Shepherd provides life skills lessons teachers can explore and project for class instruction, alongside personalized learner pathways when a school has enabled individual student access. Lessons can support preparation and practice, with classroom experiences providing opportunities to apply the skills.
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