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Youth in Transition Toolkit:

4

Postsecondary education and training

Advocacy and supports

Self-advocacy in postsecondary education and training

Does the youth know their own disability and why they received additional assistance while in high school? Can they explain without assistance from others their educational needs and the accommodations they've used successfully?

While a youth is in high school, many decisions are made by parents, teachers, counselors and other professionals. Having support is also important in postsecondary education and training, but the youth should be the one to determine when assistance is needed, provide the relevant information, and make the final decision. Encourage youth to review their Individualized Education Program (IEP) or 504 Plan and their 3-year re-evaluation or medical documentation with their support team. Support youth in taking a more active role in discussions about their educational goals and choices so they have a better understanding of their disability and educational needs.

  • Awareness: Understand what self-advocacy means within postsecondary education and training programs.
  • Exploration: Identify strengths, preferences, interests and needs related to self-advocacy within postsecondary education and training programs.
  • Preparation: Practice self-advocacy skills at home, school and in the community.
  • Implementation: Use appropriate self-advocacy skills in postsecondary education and training programs.

Instruction in self-advocacy

Lightbulb LEARN

LEARN: Develop your knowledge

Learn how to help youth in exploring self-advocacy in postsecondary education and training.

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Resources DO

DO: Work with youth

Find resources to help youth explore self-advocacy in postsecondary education and training.

Help us develop this section! Do you have resource ideas to share? Use the Give Feedback link at the top of the page.

Next: Accommodations and assistive technology »