7: Appendix B-4
- Page ID
- 64372
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Self-Advocacy and Goal Setting Module: Toolkit Lesson Template - UDL Aligned Introduction to the Module
The Self-Advocacy and Goal Setting module empowers adult learners with intellectual and developmental disabilities (IDD) to communicate their needs, set achievable goals, and take ownership of learning and employment pathways. Self advocacy directly supports persistence, independence, and successful transitions to competitive employment (Burke et al., 2021; King, 2024).
This lesson is designed for noncredit and workforce preparation courses that help adult learners build the self-determination skills needed to transition into career technical education, certificate, or degree pathways.
This module may be delivered as a stand-alone workshop or embedded within a career-readiness sequence. Learners may face barriers such as reluctance to disclose needs, difficulty articulating goals, or limited prior experience with collaborative planning.
The module integrates Universal Design for Learning (UDL), Socially Just Disability Resources (SJDR), and the Self-Determined Learning Model of Instruction (SDLMI) to create inclusive, scaffolded opportunities for voice, choice, and agency. Lessons are trauma-informed and culturally responsive, affirming identity while reducing anxiety around disclosure and decision-making.
Approximate time: 90 minutes - adaptable for single or double class periods.
Aligned with Vision 2030 priorities - access, equity, and workforce mobility - this module contributes to micro-credentials in Self-Management and Advocacy and supports institutional metrics for student success and retention (CCCCO, 2025).
(UDL Checkpoint: Clarify Learning Goals - CAST, 2024)
By the end of this module, learners will be able to:
- Define self-advocacy and identify at least two situations where it applies in school or work.
- Use a structured goal-setting framework (Know → Plan → Speak Up) to create a personal action plan.
- Communicate one support need or accommodation request respectfully and clearly.
Rationale: Explicit instruction in self-advocacy improves employment retention and quality of life for adults with IDD (Burke et al., 2021; Triana-Vera and López Vargas, 2025).
Scenario-Based Hook
(UDL Checkpoint: Recruit Interest + Connect to Relevance)
“You’ve been at your job for two weeks. Your supervisor changes your shift and forgets to update your transportation schedule. You’re not sure how to ask for help without upsetting anyone - what do you do?”
Learners brainstorm individually, then discuss options in small groups. Use a group-agreement reminder before sharing to reinforce safety and respect. Notice how your body feels before responding; take a breath before choosing your next step.
You have 10 minutes to plan your response before discussion.
Rationale: Realistic advocacy scenarios increase engagement and normalize help-seeking behaviors (RTI International, 2024).
Direct Instruction: Multiple Means of Representation
(UDL Checkpoint: Provide Options for Perception and Understanding)
|
Format |
Example Resource |
UDL Justification |
|---|---|---|
|
Video |
Short clip modeling self advocacy in a workplace conversation. |
Combines visual + auditory cues to show tone and body language (Melhem and Al-Zoubi, 2025). |
|
Infographic |
“Three Steps to Self-Advocacy” chart (Know → Plan → Speak Up). |
Visual sequencing supports memory and recall. |
|
Text Handout |
Goal-setting worksheet (SDLMI-adapted) - accessible PDF with alt-text. |
Scaffolded prompts for independent planning. |
|
Interactive Poll |
Learners vote on appropriate advocacy responses; results discussed live. |
Encourages digital participation and peer learning. |
|
Role Card Demo |
Tactile cards labeled Challenge / Support / Goal for sorting exercise. |
Adds kinesthetic engagement. |
Accessibility Reminder: Ensure all embedded videos include captions and transcripts.
Scaffolded Activities
UDL Checkpoint: Build Mastery + Gradually Release Responsibility
|
Level |
Activity |
Supports / Timing |
|---|---|---|
|
Model |
Instructor models an accommodation-request dialogue using the “Know → Plan → Speak Up” steps. |
Script + visual flowchart (≈ 10 min). |
|
Guide |
Learners practice goal-setting and advocacy scripts in pairs; instructor provides feedback. |
Templates + cue cards (≈ 20 min). |
|
Release |
Learners record or present a short self-advocacy scenario describing a goal and support request. |
Optional scaffolds remain available (≈ 25 min). |
Learners can reference the flowchart during practice; goal = communicate a need using clear, respectful language.
Use a visual timer or auditory cue to mark stage shifts.
Rationale: Scaffolded autonomy strengthens confidence and transfer (Montgomery et al., 2024).
Student Reflection and Goal Setting
(UDL Checkpoint: Foster Self-Regulation)
Prompts (for individual or group reflection - choose 2–3):
- “What situation makes it hardest for you to speak up?”
- “What strategies help you stay calm when requesting help?”
- “Who are your support people at school or work?”
- “What goal do you want to work on this month, and what is your first step?”
- “What resources or tools can you ask for to reach this goal?”
Rationale: Reflecting on supports and next steps strengthens persistence and self determination (Burke et al., 2021).
Assessment Options
(UDL Checkpoint: Multiple Means of Action and Expression)
|
Format |
Description |
Alignment |
|---|---|---|
|
Performance Rubric - Advocacy Dialogue and Goal Plan |
Instructor evaluates clarity, tone, and goal clarity + realistic action step using 3-point scale (Developing / Proficient / Advanced). |
Benchmarked to workplace communication competencies (Williams et al., 2023). |
|
Goal-Setting Worksheet |
Learners complete SDLMI-based plan identifying goal, actions, and supports. |
Builds planning and self monitoring skills. |
|
Peer Feedback |
Peers comment on confidence, tone, and specificity in advocacy examples. |
Promotes empathy and perspective-taking. |
Instructor Notes
Delivery Modes
- In-Person: Use printed worksheets, live demonstrations, and paired practice.
- Online: Use shared documents and captioned videos. Ensure files are keyboard navigable and meet color-contrast guidelines.
Remind learners that recordings are shared only with the instructor unless explicit consent is given.
Adaptations for Learners with IDD / ASD
- Provide visual scripts and advocacy flowcharts.
- Offer private or recorded practice options for learners with anxiety.
- Model “I-Statement” frames (“I need __ to __.”).
- Encourage multilingual learners to practice requests in both English and their home language if desired.
- Include cultural examples: compare direct vs. indirect communication in U.S. and collectivist workplaces (Ojeda-Ramirez et al., 2024).
Rationale: Culturally aware, trauma-informed instruction promotes psychological safety and equitable participation (Westerlin and Folske-Starlin, 2024).
Faculty Reflection Prompts
(Linked to Appendix D Reflection Checklist)
- How did learners demonstrate agency and voice today?
- Which supports most improved learner confidence and clarity?
- Whose experiences or communication styles were centered or missed?
- How did today’s activity advance equity, access, or workforce-mobility goals?
- What minor change will you test next time to improve inclusion or efficiency?
- What will you share with colleagues or your PLC from this session’s outcomes?
Before Teaching This Module - Visual Fidelity Checklist
☐ Captioning verified
☐ Infographics and worksheets include alt-text
☐ Group agreement reviewed
☐ Advocacy scripts and flowcharts prepared
Cross-Module Transfer Prompt
“Which self-advocacy skills can help you communicate your needs in the Teamwork or Adaptability modules?”
Faculty Professional Development Connection
Instructors are encouraged to share advocacy prompts or goal-tracking templates within their Professional Learning Community (PLC) and document adaptations for term end analysis to support institutional improvement cycles.
Optional Extensions
|
Resource |
Purpose |
Access Note |
|---|---|---|
|
Mini Goal-Review Follow-Up |
5-minute check-in next class to review goals → supports persistence and data collection. |
Add to lesson plan optional section. |
|
Quick-Reference Graphic |
One-page “Know → Plan → Speak Up” poster with alt-text for LMS upload or classroom display. |
Screen-reader friendly. |
|
Integration Table |
Links advocacy skills to Teamwork, Adaptability, and Time Management modules for portfolio reflection. |
Embed in student toolkit. |
How to Use This Template
This module operationalizes UDL, SJDR, and SDLMI principles through authentic, scaffolded self-advocacy practice. By embedding voice, choice, and reflection within real-world contexts, instructors help adult learners with IDD develop confidence, persistence, and independence.