Knowing yourself

My Voice, My Plan

You are the expert on you. Students with disabilities, and anyone who needs support, practice knowing their strengths and needs, speaking up for them, leading their own plans and knowing their rights at school, in college and at work.

4 sessions · adapts to all four learner tiers (K–college)

Start session 1 Print a Rep Card

Core tool

The Self-Advocacy Script

What I'm good at · What helps me · What I'm asking for · Why it helps me do my best.

Before you start: quick self-check

Rate each line from 1 (not yet) to 5 (definitely) before session 1, then again after your Real-World Rep.

I can explain what helps me learn and work best
I'm comfortable asking for what I need

The sessions

4 sessions, three beats each.

Every session runs Hook → Rep → Reflect, so learners know what to expect each time.

  1. Session 1

    Know Yourself

    Hook5–10 min

    Two students describe the same challenge: one by what they can't do, one by what helps

    Rep10–30 min

    Make a one-page profile: strengths, challenges, what helps and what doesn't

    Reflect5–10 min

    Write one line on your Rep Card: what I tried, what happened, what I'll try next.

  2. Session 2

    Speak Up

    Hook5–10 min

    Asking a teacher for help vs. waiting and hoping

    Rep10–30 min

    Use the Self-Advocacy Script to ask for an accommodation or support

    Reflect5–10 min

    Write one line on your Rep Card: what I tried, what happened, what I'll try next.

  3. Session 3

    Lead Your Meeting

    Hook5–10 min

    A student who led their own IEP or 504 meeting

    Rep10–30 min

    Plan and rehearse leading part of your own IEP, 504 or support meeting

    Reflect5–10 min

    Write one line on your Rep Card: what I tried, what happened, what I'll try next.

  4. Session 4

    Know Your Rights, Plan Your Next Step

    Hook5–10 min

    After high school, you have to ask for supports yourself

    Rep10–30 min

    Map your next steps: college disability services, workplace accommodations and who to contact

    Reflect5–10 min

    Write one line on your Rep Card: what I tried, what happened, what I'll try next.

Real-World Rep

Use the Self-Advocacy Script once this week to ask for something that helps you.

By age

How it adapts for each learner tier.

K–5

Sprouts

20 min sessions

Naming what helps me learn, using a "help card," and asking a grown-up for a break or for help.

6–8

Builders

30 min sessions

Understanding your own learning profile, joining part of your IEP or 504 meeting, and asking teachers for support.

9–12

Launchers

40 min sessions

Leading your IEP meeting, transition planning, and practicing how to ask for accommodations in college and at work.

College & first-year adults

Leaders

50 min or self-paced sessions

Registering with college disability services, workplace accommodations, your rights under the ADA, and building a support team.

For teachers & facilitators

Build this with families and the student's support team. Offer accessible formats (large print, read-aloud, captions, extra time) and let students share only what they're comfortable sharing. Remind older students that after high school, supports don't follow them automatically; they have to ask. Plain-language rights information: the ADA National Network (adata.org).