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Becoming a Self-advocate

Learning Plan 2: Your Disability and Accommodations Needed

Overview: Assess Disability and Identify Accommodations Needed


In order to be a self-advocate, you must know what your disability is and be able to tell others what
accommodations or changes need to be made in order to help you do well at school and work.
Learning Plan 2 will help you to do both.

Wisconsin Standards for English Language Arts in all Subjects 6-12 and
Wisconsin Essential Elements

Language: Vocabulary Acquisition and Use

L.4.4 Determine or clarify the meaning of unknown EE.L.4.4 Demonstrate knowledge of word
and multiple-meaning words and phrases based meanings.
on grade 4 reading and content, choosing flexibly
from a range of strategies. Benchmarks
a. Use context as a clue to guide selection of a
word that completes a sentence read aloud by an
adult.
b. Use frequently occurring root words (e.g., talk)
and the words that result when word endings are
added (e.g., talked, talking, talks).

Writing: Production and Distribution of Writing

W.4.4 Produce clear and coherent writing in which EE.W.4.4 Produce writing that expresses more
the development and organization are appropriate than one idea.
to task, purpose, and audience.

W.4.6 With some guidance and support from EE.W.4.6 With guidance and support from adults,
adults, use technology, including the Internet, to use technology, including the Internet, to produce
produce and publish writing as well as to interact writing while interacting and collaborating with
and collaborate with others others.

Reading: Integration of Knowledge and Ideas

RI.9-10.7 Analyze various accounts of a subject EE.RI.9-10.7 Analyze two accounts of a subject
told in different mediums (e.g., a person’s life story told in different mediums to determine how they
in both print and multimedia), determining which are the same and different.
details are emphasized in each account.

Speaking and Listening: Presentation of Knowledge and Ideas

SL.9-10.4 Present information, findings, and EE.SL.9-10.4 Present an argument on a topic with
supporting evidence clearly, concisely, and logically organized claims, reasons, and evidence.
logically such that listeners can follow the line of
reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.
Learning Objectives
This learning plan addresses the following learning objectives to help you master the competency:
a. Define and demonstrate use of the vocabulary related to documentation:
accommodation, adaptive equipment, assistive technology, documentation, IEP, PTP,
IEP Case Manager, Educational/Achievement Evaluation, Psychological Report, ACT,
standardized test, standardized scores, IQ, percentile.
b. List resources and professionals having knowledge of your disability.
c. Contact or access resources/professionals having knowledge of your disability.
d. Assemble appropriate documentation.
e. Summarize disability, its characteristics, and its impact on life activities.
f. Identify Accommodations needed and assistive technology
g. Apply self-advocacy principles by attending and participating in your IEP

Learning Activities
Lesson Plan Template

_____0. Assignment 2.0: Disability Related Vocabulary

_____1. Assignment 2.1: Organize and Review Your Documents


Part A. Complete the Documentation Checklist to make sure you have all
necessary documents in your portfolio.
Part B. With your teacher or case manager choose documents to read and review.
Complete the questions from the review of these documents. (See Differentiated
and Extension Activities)

_____2. Assignment 2.2: Research Your Disability. (See Differentiated Activities and
Extensions)
For this Assignment, you will research your disability in a variety of formats.
Part A: Interview someone with a similar disability.
Part B: Complete research online using a website from your Disability Resources
Chart (completed for Assignment 2.1).
Part C: you will read a book, magazine, or newspaper article to learn about your
disability. Your findings from this research will then be used to help you write a
summary of your disability in an upcoming assignment.

_____3. Assignment 2.3: Summary of Disability


Using the resources you have accessed (including interviews, website, and
magazine/newspaper research), write a summary of your disability. Use the form
and rubric to help you write the summary. (See Differentiated and Extension
Activities)
_____4. Assignment 2.4: Know Your Accommodations/Modifications
(Learning Plan 9 expands on this assignment to postsecondary education and
employment environments)

Part A:
View the "Introduction to Accommodations” PowerPoint.
Research any unknown words and add to your vocabulary.

Part B:
Use the power point information, Accommodation vs Modification worksheet and I-9
from current IEP or list of your own current accommodations and modifications for a
class discussion and follow up with creating your own accommodation card.

_____5. Assignment 2.5: Know Your Assistive Technology Needs


Part A:
View “Introduction to Assistive Technology” Power Point
Research any unknown words and add to your vocabulary
Part B:
Complete the document: “Things I need to Know about Myself and AT” to identify
unanswered questions about your AT needs. Discuss with your case manager and
decide on the Assistive Technology that needs to be included in your IEP and your
Summary of Performance (SOP)
Part C:
Follow up on one piece of Assistive Technology new to you by completing an
Assistive Technology Research Project.

_____6. Assignment 2.6: Conducting Your Own IEP Meeting. (See Differentiated
Activities and Extensions)
Apply your self-advocacy skills by requesting, organizing and conducting your own
informal IEP review meeting and/or actual scheduled IEP meeting.
Follow the TIG Self Directed IEP Guide and ASAP Rubric as a guide.
You can also refer to Assignment 2.6 Resources for Conducting an IEP Meeting for
sample forms for Requesting an IEP, Invitation to an IEP, and Agenda for IEP.