Why self-advocacy matters

In high school, adults often arrange supports. After graduation, the student must ask. Practise now, while the stakes are low.

The four-part message

Coach every student to use the same four parts.

1. Name it. "I have dyslexia." Or: "I learn differently." The student chooses what to share.
2. Explain the impact. "Reading takes me longer than most people."
3. Name the fix. "Extra time on tests helps me show what I know."
4. Thank and confirm. "Can we set that up for Friday's test?"

Short and specific works best. The student does not need to share medical details.

Session 1: understand my profile

Goal: the student can describe dyslexia in one sentence.

1. Review the student's IEP or accommodation letter together.
2. Ask: "Which accommodation helps you most?"
3. Ask: "Which task is hardest without support?"
4. Write one sentence the student is comfortable saying.

Field: My one-sentence description: ________

Session 2: build the script

Goal: the student writes a four-part message for one real situation.

1. Pick a real upcoming test, assignment or meeting.
2. Fill in the four parts below.
3. Read it aloud twice.

• Name it: ________
• Impact: ________
• Fix: ________
• Thank and confirm: ________

Session 3: role-play

Goal: the student delivers the message under light pressure.

1. Counsellor plays the teacher. Student delivers the script.
2. Counsellor pushes back once. Example: "Everyone wants extra time."
3. Student responds: "This is in my accommodation plan. I can share the letter."
4. Switch roles. Student plays the teacher.
5. Debrief. What felt easy? What felt hard?

Coaching tips

• Let the student choose the words. Do not script it for them.
• Praise clear asks, not perfect speech.
• Practise email and in-person versions.
• Remind them that asking is a right, not a favour. General information, not legal advice.

Common pushback and responses

Readiness checklist

• Student can name their learning difference.
• Student can name two accommodations that help.
• Student has delivered the script in a role-play.
• Student has sent one accommodation email.
• Student knows who to contact if a request is refused.

Next step

Set a real-world challenge. The student makes one request this week. Check in after.