Self-Advocacy and Disclosure

Self-Advocacy: Speaking up for yourself and your needs

Self-advocacy is a key ingredient to the success of students with disabilities transitioning to adulthood. Students of all ages should have opportunities to learn and practice self-advocacy skills as part of their education so that they can learn how to speak up for themselves and their needs.

Youth can be encouraged to attend school conferences, IEP or 504 meetings as early as possible, with parents gradually allowing them to prepare,  participate, and eventually, lead the meetings when it is appropriate.   

Direct instruction in self-advocacy  can also be part of a student’s IEP and transition goals. Practicing these skills can happen throughout a student’s day, in school, during extracurricular activities, and at home. 

Green Mountain Self Advocates

Self Advocacy Resource and Technical Assistance Center

Self-Advocacy Handbook

I’m Determined : Understanding and Preparing for IEP Meetings

Video: Teaching Self-Advocacy Skills to Your Child

In the Driver’s Seat: VFN Curriculum for 6 Self-Advocacy Workshops

Person Centered Planning: What makes a good life, and what supports do you need to achieve that life?

Person Centered Planning helps young people with disabilities to map out a plan for their future.  This should include their interests and skills, what they still need to learn, and the support they might need to achieve their goals.

Build Your Plan : A resource to help people with intellectual and developmental disabilities think about and plan for their future, keeping their interests, preferences, and skills as the main focus.

Disclosure: Deciding who, what, and when to share about your disability

When a youth turns 18, they get to decide when to disclose that they have a disability.  This is not required when applying for a job, to college, or to a trade program, and it is a personal decision.  Sometimes, youth are reluctant to disclose, or share, this information because they are worried it will have a negative effect on the way others see them and that they may face discrimination.  However, the only way to access support or accommodations is by letting people know what your needs might be. Read The 411 on Disability Disclosure – a Workbook for Youth with Disabilities and The 411 on Disability Disclosure – a Workbook for Families, Educators, Youth Service Professionals and Adult Allies

Applying to College

Here is some additional advice for students who are applying to college:

  • Reach out to the disability resource center at each school you’re interested in.  Find out what kind of support they offer, and how to access that support.  
  • Ask if they can put you in touch with other students with similar disabilities who might be willing to share their experiences with you.
  • When you get to campus, meet with each professor at the start of the semester.  Explain what accommodations you might need.
  • If you have medical or mental health needs, contact the health center or counseling center at each school and learn what services they offer, whether there is a waiting list to be seen, and how to access emergency care.
  • Watch this video of a first year student sharing her experience attending college with a physical disability: College Survival Guide for Youth with Disabilities

Employment

Disclosing to your employer is a personal decision. It is not a requirement unless you want your employer to provide you with reasonable accommodations on the job.   The Americans with Disabilities Act (ADA) and the Rehabilitation Act protect people from disability-related discrimination and require that qualified applicants and employees with disabilities are given reasonable work-related accommodations.