Self-advocacy IEP goal examples

Self-advocacy is a student knowing what helps them and asking for it. In an IEP, that turns into goals about naming needs, requesting supports, explaining them to new adults and taking part in IEP meetings. These skills matter more every year, because adult settings such as college and work only provide supports a person asks for.

These 12 goals are grouped into 4 areas, including a section of self-advocacy goals for autism. Each has a fictional baseline and a link to its template. The numbers are illustrations. To plan the teaching that leads to these goals, see teaching self-advocacy skills. For the wider area, start with the social-emotional IEP goals pillar.

What self-advocacy IEP goals should cover

Self-advocacy has three parts that build on each other:

1. Knowing yourself. The student can name strengths, needs and what helps.
2. Knowing what you are entitled to. The student knows their accommodations and where they come from.
3. Asking. The student requests the support from the right person, at the right time, in a way that works.

Most self-advocacy goals target the third part. If the student cannot do the first two, a request goal will stall. Check by asking the student, "What is hard for you in class, and what helps?" If the answer is "I don't know", start with the first section below.

Self-advocacy is closely tied to self-determination, which adds goal setting and decision-making. Those goals sit on the self-determination goals page.

How to choose a self-advocacy goal

Knowing and explaining needs

1. When asked during a weekly check-in, Eli will name one learning strength and the tool that helps him in 4 of 5 check-ins. Baseline: 1 of 5. Template.
2. Given a prompt such as "How do you learn best?", Zoe will explain her learning needs in her own words, scoring 6 of 6 on the self-description rubric on 2 consecutive probes. Baseline: 3 of 6. Template.
3. At the start of a new semester, Zoe will share her one-page profile with each new teacher, completing 6 of 6 steps for every teacher. Baseline: 2 of 6 steps with adult help. Template.

Weak: "Zoe will understand her disability." Measurable: Goal 2 above. The rubric scores what she says, which shows understanding.

Self-advocacy IEP goals for asking for supports

This is where most teams start, and the most common mistake is a criterion that does not account for need. A student who does not need extra time on a short quiz should not be marked down for not asking. Count only the times the support was needed.

1. Before a test begins, Zoe will ask for her listed testing accommodation in 4 of 5 tests, without an adult reminder. Baseline: 1 of 5. Template.
2. When a task is too hard or too easy, Eli will tell the teacher using a taught phrase in 4 of 5 observed opportunities. Baseline: 0 of 5. Template.
3. When a written task blocks him from showing what he knows, Eli will ask to show it in another format, such as orally, in 4 of 5 opportunities. Baseline: 0 of 5. Template.

Weak: "Eli will advocate for himself." Measurable: Goal 2 above. It names the situation and the phrase, and counts each chance.

The requesting help goals page has more goals for asking for academic help, and the break requests hub covers asking for breaks.

Goals for taking part in the IEP

The student must be invited to any IEP meeting where postsecondary goals and transition services are discussed.^[1] Being in the room is not the same as taking part. These goals build real roles, from sharing one goal to running the meeting. A student-led IEP is the long-term aim for many students.

1. With support from his case manager, Marcus will propose one of his own IEP goals, scoring 6 of 6 on the goal proposal rubric at his annual review. Baseline: 1 of 6. Template.
2. Each month, Marcus will graph his own goal data and state whether he is on track in 3 of 4 monthly reviews. Baseline: 1 of 4. Template.
3. At his annual IEP meeting, Marcus will lead 5 of 5 planned parts, such as introductions and his strengths, with no more than 1 prompt per part. Baseline: 1 of 5. Template.

Weak: "Marcus will attend his IEP meeting." Measurable: Goal 3 above. It lists the parts he leads and caps the prompts.

Self-advocacy goals for autism

For many autistic students, self-advocacy is about sensory and communication needs that others do not see. Good goals here teach the student to state what helps, in any form of communication, rather than to hide discomfort. Autism shows up differently in every person,^[3] so the request should come from the student's own profile.

1. When starting with a new communication partner, Leo will tell or show the partner what helps him communicate, such as "give me time to type", in 4 of 5 new interactions. Baseline: 0 of 5. Template.
2. During tasks with a paraprofessional, Maya will tell the adult which steps she wants to do alone in 4 of 5 tasks. Baseline: 0 of 5. Template.
3. At his IEP meeting, Leo will share 5 prepared messages on his AAC device, such as his goals and what helps, completing 5 of 5 steps. Baseline: 1 of 5. Template.

Weak: "Leo will tolerate noise in the cafeteria." Measurable: A goal where Leo asks for headphones or a quieter seat when the room is too loud. The first is a goal to put up with discomfort; the second is self-advocacy. The noise sensitivity hub has templates for that request.

More autism goals sit on the goals for autism page and in the IEP goals for autism guide.

How to measure self-advocacy goals

• Requests in class. Use opportunities. Count each time the support was needed and whether the student asked. The opportunity data sheet fits.
• Explaining needs and meeting roles. Use rubric scoring with 3 to 6 rows written in plain words, such as "names one strength" or "names one support and why". Use the rubric data sheet.
• Leading the IEP. Use a task analysis of meeting parts and record the prompt level for each.

Ask teachers to note what happened after a request. If a student asks for an accommodation and is refused or ignored, the goal data will drop for reasons outside the student's control. The case manager needs to know.

Adapting by grade

Before high school ends, the transition plan should prepare the student for adult settings, where a person usually has to disclose a disability and request accommodations.^[4] Many states also transfer IEP rights to the student at the age of majority, and the IEP must say the student has been told about this at least one year before.^[2] Self-advocacy goals in the last two years should reflect that.

Grade-level templates are on the self-advocacy pages for high school and middle school. All templates are on the self-advocacy goals page. Check your draft with the goal checker.

Frequently asked questions

Use it in IEP Atlas

• Self advocacy goals (social emotional)
• Self advocacy in the IEP glossary
• IEP goals for autism
• Student-led IEP in the IEP glossary
• Requesting help goals
• IEP goal checker

Related guides

• Social-emotional IEP goals: examples you can actually measure
• Teaching self-advocacy skills by age
• Emotional regulation and self-regulation IEP goals
• Transition planning in the IEP: what is required and when
• IEP goals for autism: examples by area and age
• IEP goals for self-esteem and self-concept

Sources

1. 34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
2. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
3. Autism and Autism Spectrum Disorder, ASHA
4. A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020), U.S. Department of Education, Office of Special Education and Rehabilitative Services

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.