Lesson Starters

Self-Advocacy Strategy (SAS)

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Objective: Students receive training to navigate future decisions and become active participants in planning their education. 

Content Taught

Students learn to identify their strengths and needs, by setting their own goals, and then by learning a set of behaviors to use to express their ideas to others who can help them reach their goals. Students also learn how to organize and present information about themselves and advocate for themselves in mature and positive ways.

Teaching Procedures

This practice does not have a Lesson Starter, but you can find detailed information about it.

 

 

References used to establish this evidence base:

  • Cease-Cook, J., Test, D. W., & Scroggins, L. S. (2013). Effects of the CD-ROM version of the "Self-Advocacy Strategy" on quality of contributions in IEP meetings of high school students with intellectual disability. Education and Training in Autism and Developmental, 42(2), 258-268. https://www.jstor.org/stable/23880644
  • Hammer, M. R. (2004). Using the self-advocacy strategy to increase student participation in IEP conferences. Intervention in School and Clinic, 39(5), 295–380. https://doi.org/10.1177/10534512040390050601
  • Lancaster, P. E., Schumaker, J. B., & Deshler, D. D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25(4), 277–302. https://doi.org/10.2307/1511358
  • Schelling, A. L., & Rao, S. (2013). Evaluating self-advocacy strategy instruction for students with an intellectual disability using an interactive hypermedia program. International Journal of Business and Social Science, 4(17), 1-10.
  • Test, D. W., & Neal, M. (2004). Using the self-advocacy strategy to increase middle graders’ IEP participation. Journal of Behavioral Education, 13(2), 135–145. https://doi.org/10.1023/B:JOBE.0000023660.21195.c2
  • Van Reusen, A. K., & Boss, C. S. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60(5), 466–475. https://doi.org/10.1177/001440299406000510
  • Van Reusen, A. K., Deshler, D. D., & Schumaker, J. B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in individualized education program planning process. Learning Disabilities, 1(2), 23–34.

More about this Curriculum

The Self-Advocacy Strategy: Enhancing Student Motivation and Self-Determination. Note: This curriculum is a “pay for” curriculum.

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The contents of this Research to Practice Lesson Starter were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:

National Technical Assistance Center on Transition: the Collaborative (2021). Research to practice lesson starter: Using parent training to promote parent knowledge in the transition process. University of North Carolina at Charlotte.