Occupational Therapy Strategies to Enhance the Classroom Pt. III

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Just as we explored occupational therapy (OT) methods that support fine motor control, balance, and coordination in the previous two posts, this third and final post will focus on OT methods for the classroom that support behavior management and attentiveness. Of course, depending on each student’s individual needs, the supports and strategies will vary. Likewise, a student’s age and developmental abilities will also determine which methods are beneficial and how to include them in the learning environment.

For children that need tactile strategies to promote their attentiveness in the classroom, teachers can employ some of the following activities:

Fidget toys, stress balls, and thinking putty/clay are great options for students that prefer to keep their hands moving while learning. Because of the rhythmic stretching, squeezing, or rolling between fingers or hands, students with attention issues are able to channel the urge to move, tap, or click into the object that they are holding. Just as the occupational therapist would do, however, be sure that students are using the fidget item discreetly, not as a toy or distraction.

When possible, plan to utilize 3D objects as models or manipulatives to introduce math or spelling concepts. For example, for elementary schoolers learning about multiplication via arrays, teachers can use Legos to build the array in place of drawing it or shading it on paper. The process of constructing and deconstructing arrays using Legos allows students to comprehend how 2+2+2+2 = 2 x 4 and what that representation looks like in 3D geometric form.

Using sand, paint, or shaving cream in aluminum baking trays, or “spelling trays,” allows students to practice their letter formation, spacing, and size with an engaging added sensory component. The practice is low risk as well; if a child messes up his letter, he can simply shake the sand or add more shaving cream and begin again.

For children that need movement strategies to promote their attentiveness and positive behavior in the classroom, teachers can employ some of the following activities:

Much like many 504 and IEP accommodations, frequent breaks are certainly beneficial when students become agitated or restless. A way to incorporate this method into the mainstream classroom is to promote brain breaks for all students in the room. Especially for classes that are run on a block schedule, teachers can break the instruction for 2-3 minutes to allow students to pace, jump on a miniature trampoline, stretch with resistance bands, do jumping jacks, toss a bean bag, play Simon Says, or simply stretch to release some pent up energy.

Teachers might consider swapping out their desk chairs for yoga/therapy balls, wiggle seats, bean bag chairs, stools, rocking chairs, wedge seats, or swivel stools. The different range of seating options allow students to bounce, alter positions, or swivel to expel some of their energy. With alternate seating, just be sure to provide clipboards or other surfaces for students to write comfortably.

There are also additional strategies to promote attention and positive behavior:

Much like educators differentiate by providing student choice, occupational therapists also utilize options and choices to promote engagement, attentiveness, and positive participation and behavior. When offering choices of activities, challenges, projects, practices, etc., occupational therapists try to provide at least one option or rotation activity that appeals to the child’s strengths and/or interests. When children have a hand in selecting their activity or assignment, they feel a stronger sense of ownership and independence, which increases effort and motivation.

OT methods also frequently incorporate tech tools to promote development of certain skills or practices. Teachers can provide links to podcasts, educational videos, scholarly articles or websites, and educational games for students to browse and play. The technology not only promotes engagement; the audiovisual component allows students to watch and listen as concepts and skills are modeled for them. They can also work at their own personal pace while using tech tools by pausing, rereading/re-watching, or completing additional practice games.

After a therapy session, many professionals ask children to reflect on and rate their work during the session. Questions can focus on the content, activities, behavior, focus/attention, etc. The key for this OT practice is to encourage students to reflect on the session and discuss areas of strength and areas for improvement. Teachers can plan mini-conferences with students to discuss progress. Stress the fact that genuine ratings and responses are essential for reflection and growth. Not only are students accounting for their successes and missteps, but they are also practicing skills such as summarizing, causes and effects, paraphrasing, memorization, critical thinking, and metacognition.

Occupational Therapy Strategies to Enhance the Classroom Pt. II

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In addition to occupational therapy (OT) strategies that promote and strengthen fine motor control in the classroom setting, there are a number of additional techniques and practices taken from occupational therapists for younger elementary children that need a little bit of guidance with their balance, coordination, sensory processing, behavior management, or attentiveness.

Balance and Coordination

We often place these two concepts in the athletics realm; however, balance and coordination are necessities not limited to physical education programs in schools. These essential life skills stretch way beyond the field or court. Daily practices such as dressing, eating, climbing stairs, writing, brushing teeth, etc., rely on one’s ability to coordinate certain motor skills. Therefore, the roughly 5-7% of children affected by developmental coordination disorder, or DCD, will need to rely on OT practices and methods to develop more than a fastball or perfect jump shot. Their day-to-day practices truly hinge on their ability to develop coordination over time.

In the academic atmosphere, children with DCD or other difficulties with balance or coordination can benefit from the following modifications or strategies:

  • Desk chairs that are detached from the desk allow for more appropriate and comfortable positioning in terms of seating. The children can scoot or push their chairs in to their desired proximity to the desktop, which discourages slouching, reaching, and fidgeting.

  • Teacher notes or worksheets can be modified so that copying from the board is limited, as this can be a frustrating process for children with DCD. Fill-in-the-blank or paraphrased notes allow students to practice viewing the board, listening to the teacher, and writing an abbreviated version of the notes while maintaining focus. Because of the modification, the student is still receiving the content and is actively participating, but the workload is less taxing for him/her.

  • Provide students with paper that suits their handwriting style. If you know that a student’s main issue is size or spacing of letters, provide him with wider lined paper and lined paper that includes the vertical margin lines. If the issue is aligning numbers correctly in math problems, consider providing graph paper or grids to promote precise number alignment.

  • Incorporate tossing and catching into your memorization or test review lessons. Keep the rotation predictable, such as passing around the room in a circle or passing the ball alphabetically among the class. Use a larger, lighter item that allows for easy passing and receiving, such as a beachball or beanbag.

  • Games such as Twister and hopscotch allow teachers to incorporate balance and coordination with other content-area skills or practices. For instance, elementary schoolers learning their times tables can use hopscotch to demonstrate mental math while practicing balancing, hopping, standing, etc. A family favorite game, Twister, similarly encourages coordination while students reach and stretch left and right hands and feet.

  • Teachers can utilize painters tape as a way for students to practice making and categorizing shapes, then use the taped shape outlines to practice balance. Challenge students by having them walk the lines of the shapes “heel to toe.” You can add levels of difficulty by asking them to toss a bean bag while walking, recite the alphabet or math facts, or walk backwards.  

In the third and final edition of OT strategies in the classroom, we will focus on occupational therapy methods for the classroom that support behavior management and attentiveness.  

Proactive Steps for Transitioning within or between Schools

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For parents with school-aged children, the idea of transitioning with or between entirely new schools can be anxiety-producing. How will my child handle the change of environment, schedule, routine and peers? How can I get a head start on making the transition as smooth as possible? What if things do not go smoothly? Who can I turn to for guidance? All of these questions are not only typical, but valid as well. Below are suggestions and ideas for parents whose children are transferring to a different school, or who will be experiencing a major transition within the current school.

Attitude is everything: For children who are just beginning preschool, Pre-K, or kindergarten, the initial transition from home life to school life can be challenging on many different levels. To ease the process right from the start, parents should be cognizant of how they react to the transition, as well as deliberate in how they portray their own attitude towards school. Parents and older siblings should intentionally speak of school as a positive, exciting new experience. A positive attitude towards school promotes the idea that this is a beneficial change in the child’s life—it allows young children to become excited about the “newness” of the experience, as opposed to becoming frightened of the unknown. Discuss some of the new things that he or she will get to learn and participate in. Talk about the new friends they will make. Shed plenty of light on the great adventures that school provides—perhaps start a countdown to encourage excitement about the transition, instead of dread.

Even for older students, attitude is completely contagious. If children and teens sense stress or anxiety coming from you about the school changes, they are certainly more likely to internalize those emotions. Therefore, if your middle or high schooler is experiencing a transfer or major schedule change, their first line of support and initial dose of positivity should come from you, the parents. Validate their concerns by listening and not dismissing their feelings, but be ready to put a positive spin on their concerns and provide solutions to their perceived worries.  

Do your research: To remove the intimidating shroud of the unknown, encourage any orientation, meet-and-greet, playdate, school tour, or mentorship that the new school might offer. For older students, check to see if their clubs, organizations, or extracurricular activities from the previous school exist at the new school. If so, get a jumpstart on registration, forms, and physicals for athletics. If your child or teen functions best when they know what is coming down the pike, ask the school about seeing your child’s class schedule or possibly meeting teachers in advance of the start date.

Guidance counselors are always a go-to for parent support, but networking through the PTA is another great resource. Members of the PTA are obviously involved in the school and in tune with the goings on in the school community. Fundraisers, parent meetings, and social events provide an opportunity for new parents to get involved, ask questions, and thus provide a sense of comfort to their child as “the new kid.” As much as information is power, parents new to a school’s community should be somewhat wary of the rumor mill, as this can paint facets of the school in a negative or incorrect light. Remember that any sort of listserv, blog post, or review could be biased or wholly untrue.

Focus on what’s important: Especially for middle and high schoolers, a transfer or transition to another program or school can mean a sharp learning curve, or even an initial decline in grades. Remind your student that anything new or unfamiliar is going to present its share of challenges, but this should not create discouragement. If grades slip or stress builds, reinforce your teen’s sense of self-worth by placing the focus on their other strengths. Remind him or her that a grade is simply one measure of their learning—it is not indicative of one’s intelligence or capabilities.

Set aside time to acknowledge small wins or slight victories as a means of boosting self-esteem. Remind your child of the potential for growth that comes with challenges and obstacles. Then, encourage your teen to put the emphasis on gradual growth and improvement—not a solitary grade or score.   

High School Guidance Counselors and Advisors: Key Questions for Grads, Part II

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To continue the suggestions of under-utilized questions for potential college freshman to consider, we must prompt students to think about how campus size will directly affect their experience.

Small fish in a large pond, or large fish in a small pond? Again, heading off to Penn State, I knew the basic population of students on main campus. What I was not fully cognizant of, however, was how the roughly 50,000 students on campus would greatly alter the academic and social setting, thus transforming the whole experience in unanticipated ways. To my own fault, in the pamphlet and at first glance, student enrollment simply seemed like an arbitrary measure. However, upon showing up to my first lecture for a political science introductory course, the true representation of the campus size revealed itself. My 400+ class involved zero peer interaction, discussion, or engagement. There was no attendance or accountability—which meant you could show up or not, as long as you were present for the midterm and final exam. While some students may thrive on the anonymity of such a setting, it wasn’t until I was immersed in it that I realized that it wasn’t for me.

Guidance counselors and advisors are invaluable resources to help prepare students for the actual experience that a university will present, helping students to better gauge their preferences. Asking questions like, “Do you prefer to fly under the radar of anonymity in class, or are you looking for more personal support from professors and instructors?” “Do you want to see, recognize, and acknowledge classmates as you pass through campus, or do you prefer to encounter, dine with, and meet new people every day?” “Depending on the campus, do you want a quick, walkable commute to your classes, or do you prefer a sprawling walk or bus ride to your lecture halls?” “Do you want to seek out a close-knit group of friends, or do you prefer to fall in naturally with the people that you get to know in the smaller setting?”

All of these questions relate to the day-to-day experiences that students will need to consider before making a decision. Another suggestion, especially with regard to class size, would be to encourage students to sit in on a few classes if possible. A campus tour shows much of the environment, but experiencing classes firsthand allows high schoolers to get a taste of how their education will look. Of course, as students progress and select majors and areas of study, the class sizes will shrink. However, the first 1-2 years of gen eds will reveal the true nature of a large state school versus the small liberal arts environment.

How could you realistically combine your strengths and interests to serve as your leg up in the workforce? This question is difficult for several different reasons. First, it forces students to look critically at their abilities and academic assets. Secondly, this question prompts students to look to the future and anticipate what they might choose as a prospective career, which can be intimidating and stressful. And finally, this question requires students to synthesize two concepts, (strengths and interests), which they may have never thought to combine. The complexity of the question, even if unanswered, helps students to envision how the university will act as a stepping stone toward their development into a self-assured, contributing member of society.

Considering this question also helps students to potentially narrow their post-secondary options. If their strength in math and interest in working with children lead them toward an education major, that student should ensure that their university offers an undergraduate education program. Does the school have a strong math department? Are their teaching internships or volunteer opportunities offered through the university? Would a study abroad program allow for teaching experience overseas? Again, these follow-up questions motivate high schoolers to look more critically at their college options to guarantee that their choices end up checking all of the necessary boxes.

How familiar do you want college to feel? Advisors and guidance counselors will want to ask students about their comfort level regarding the school’s climate, setting, history, demographics, etc. If the school has a reputation for its athletics and Greek life, students may want to consider how much they plan to participate or value those traditions. Are students looking for a serene, lush campus, removed from hustle of the surrounding areas? Or do they prefer a campus immersed in the culture of a thriving city? Do they want to experience cultures, practices, languages, and people outside of their own upbringing? Or do they want to live and study where they feel “at home” and included?

Encourage students to consider which types of school settings and locations will provide them with the most opportunities for growth. Of course, the response will vary from student to student. The goal is for them to envision their ideal college experience and then follow that knowledge.

Finally, not so much a question as it is a consideration: you can always change your mind. Choosing, enrolling, and moving onto campus is not a binding decision. As much as we would like for students to find their niche or match on the first try, this is not always the case. As much as Penn State ended up as a mismatch for me, my time there allowed me to see more clearly what I was looking for in the college experience. Sometimes you have to see what you don’t want before you can realize what you do want. In my case, transferring helped me to appreciate the change of pace, cultural environment, and different class structures that the University of Pittsburgh provided. So as much as we’d like to guide them in the right direction, students should also know that they can always diverge or detour.             

High School Guidance Counselors and Advisors: Key Questions for Grads, Part I

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Guidance counselors and advisors at the secondary level have their work cut out for them. Not only are they responsible for the social, emotional, and academic well-being of each child, but their position also requires a great deal of research, recommendations, and paperwork during the college admissions process. I think back to the stress of my own college search, application, and admissions process—and let me just say, I would never wish to relive that tumult. Now, think about the fact that, on top of their regular day-to-day roles in schools, guidance counselors also perform that monstrous college application process year after year for hundreds of students at a time.

With the end of the school year approaching, the nation’s high school graduates will be heading off to prove their college and career readiness in no time. Meanwhile, a whole new crop of high school juniors will be starting the college search and application process, continuing through the revolving door that is their high school’s guidance and advising office. A whole host of questions will be thrown at these young, eager students. However, what piques my interest are the many questions that aren’t typically asked—questions that, while they may be less standard, are very telling when students are in the midst of the college search.

How close is too close? There are pros and cons to looking and staying closer to home when heading off to college. Some students find a sense of comfort knowing that parents and siblings are a short drive away. Some even prefer to live at home and commute to campus for their daily classes. Not only will the comforts of home—like laundry and home–cooked meals—be provided daily, but commuters save thousands of dollars on room and board by living at home.

A drawback to this, of course, is the fact that the “true” college experience becomes sacrificed when students live at home. Dorm life, communal dining, late-night cram sessions, and weekend events are all part of living on campus, especially during freshman year. If students have the option to commute to campus, they may still prefer to forgo their childhood bedroom in favor of the independence that campus life brings. It all depends on the person, but ask them, “What is more important to you—maintaining consistency and familiarity, having family support and saving money, or independence, responsibility, putting yourself out there with new people, and the genuine ‘freshman on campus’ experience?”

What do you like to do on the weekends? This may sound like your typical, run-of-the-mill, “icebreaker” question, but the intent behind it is crucial for students who are on the fence between vastly different post-secondary schools. My own experience at Penn State proved to be defining, and perhaps, had I truly considered what my downtime in college would look like, I likely would have made a different decision. Beyond the course loads, exams, and hours spent studying, college life involves a great deal of downtime, especially for students who have masterfully planned a leisure-conducive course schedule.

With this in mind, students need to be ready to fill their time with activities other than parties and naps. In my own case, once the excitement of Penn State’s football season died down, the once bustling Happy Valley became a pretty bleak, homogeneous cow pasture (in my personal opinion). At that point, due to my own ignorance/naivete, I hadn’t really thought about what life would look like during a never-ending winter in rural Pennsylvania. Of course, campuses offer an endless amount of extracurricular options. From clubs, intramural sports, and philanthropic organizations, to mixers, academic workshops, and hobby groups—the options are limitless. Students just need to ask themselves, “What do I really like to do?” Then be sure that those interests are well-represented at the universities that they’re eyeing.    

How to Plan for Summer Learning Opportunities—Middle School

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Here we are—we find ourselves in the middle of spring, with summer just around the corner! As the school year begins to wind down, summer learning opportunities are likely to be the last thing on a middle school student’s mind. As much as preteens and teens would prefer to set aside the school work for a while, the truth is, summer learning opportunities enrich students’ academics and prevent the typical learning gaps that summer can bring. That said, now is the perfect time to begin to look at options for educational summer plans. Whether debating between formal summer school options, camps, or groups, or if you are looking at less structured options for learning, there are a plethora of options for engaging your middle schooler in some summer learning opportunities!

For students entering middle school, the summer after 5th grade can be the perfect opportunity for students to begin accruing their SSL (Student Service Learning) hours toward their 75–hour graduation requirement. Volunteer work, even outside of fulfilling the SSL graduation requirement, allows families to investigate certain needs in their community and reach out to those organizations by volunteering their time. The first step when helping your middle schooler decide how to proceed with their SSL hours is to discuss and identify specific community needs and the service options available to meet those needs. For instance, if your teen is particularly interested in “going green” projects, help him or her explore the local organizations devoted to preservation, recycling, or other green initiatives. Beyond working toward a graduation requirement, through service, middle schoolers begin to develop a sense of independence, responsibility, advocacy, self-worth, cooperation, strategizing, and goal-setting. The service opportunities, especially in our area so close to D.C., are truly limitless.

For some out–of–the–box learning opportunities for your middle schooler, check out Montgomery County Recreation and Parks Summer Guide for 2018. There you will find summer camps for all ages and interests. For children on the younger side of middle school with a culinary interest, options such as Baking Boot Camp, Cook Offs, and Food & Fitness are great programs to get them learning all about their culinary talents. For older middle schoolers with a tech savvy spark, MoCo offers camps for robotics, game development, filmmaking, lego engineering, Youtubing, and a long list of STEM (science, technology, engineering, and mathematics) camps. For your active middle schooler always on the go, check out the many sports and outdoor camps, which offer everything from kayaking, lacrosse, karate, and flag football, to horseback riding, archaeology, and ultimate frisbee.    

If you are in need of activities that are even more subtle in terms of instruction, below are a few options and ideas that are less structured than camps or courses, but still allow for some learning in disguise.

When planning a vacation or long weekend over the summer, allow your middle schooler to complete a little research of the location. Depending on what they are able to find, perhaps have them plan an activity or select a “hot spot” for the family to check out during the trip. This subtle activity allows middle schoolers to put their research skills to the test for a real-world purpose.

Provide tokens or incentives for middle schoolers to try out new chores or ways of helping around the house. For instance, teach your teen how to mow the lawn and monitor his lawn mowing skills until he’s mastered the routine. Challenge your child to a laundry competition, in which you race to sort or fold laundry. Plan a sibling versus sibling cook-off, with each parent acting as the sous chef or supervisor of the cooking battle. Subtle challenges such as these allow preteens and teens to attempt new skills or tasks without the pressure of outright school work.

Select a series of movies versus books to read and binge watch together during the rainy summer days/nights. Read and watch together as a family, then discuss which version was better and why. Talk about how the characters either did or did not represent what each person had imagined in their head. Were there any glaring differences between the book and the movie?

How to Plan for Summer Learning Opportunities—High School

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For most high school students, there is nothing more exciting than the approaching summer months. At this point in the school year, much of the attention is focused on the freedom, leisure, and flexibility that starts as soon as that final school bell rings. Consequently, as the school year begins to wind down, summer learning opportunities are hardly even a consideration for high school students. They are more concerned about having a break from learning and school work. That said, there are ways that parents can promote various essential learning opportunities for high schoolers over the summer.

An obvious item on the to-do list is for high schoolers to explore their college and university preferences. Besides the thousands of books, websites, information sessions, and other resources that students can consult, summer provides high schoolers with the luxury to actually visit the schools that have piqued their interests. Depending on a high schoolers’ age, financial and academic options, and overall plans for the future, parents will want to encourage a various range of college visits over the summer. Parents should also encourage high schoolers to visit more schools than they anticipate applying for. The more campuses, schools, and programs that students are exposed to, the better prepared they will be when decision time comes. Additionally, high school students will want to visit schools on alternate ends of the “spectrum.” For instance, students should get the feel for a small liberal arts college versus a larger state school, a school within a closer proximity to home versus one that is farther away, schools with a heavy Greek or athletic following versus schools with a more academic focus.

For students nearing graduation, the summer months may be the final opportunity for students to accrue their remaining SSL (Student Service Learning) hours toward their 75–hour graduation requirement. At this stage in the game, admissions officers will look for trends in service and community outreach to get a better idea of the student as a whole. Encourage your high school student to think about programs, foundations, or charities that connect to their future career goals or specific strengths. Again, these service hours contribute to the holistic picture that a high school graduate’s application will paint.

Encourage your high schooler to look into part-time summer employment. More than the extra cash that he or she will pocket, the vital lessons that a first job can provide are truly priceless. The résumé, application, and interview process alone can give high schoolers a real taste of what college and career readiness looks like. Additionally, a summer job, no matter how small, prepares students for adulthood by providing practice of major life skills. Time management, listening skills, following instructions, communication skills, and working in a team or collaborative setting are just a few of the things that I learned from my part-time summer jobs in high school. Furthermore, no matter the job, the employment itself shows admissions officers and hiring managers that this person is reliable, can handle responsibility, and can multitask while taking direction. If nothing else, the summer job provides your high schooler with a sense of independence and self-worth—there is nothing like the satisfaction that comes with that first earned paycheck! (A professional reference never hurts either!)

How to Plan for Summer Learning Opportunities—Elementary

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As the school year begins to wind down, summer learning opportunities may be the last thing on a child’s mind. However, now is the perfect time to begin to look at options for educational summer plans. Whether debating between formal summer school options, camps, or groups, or if you are looking at less structured options for learning, we have plenty ideas for your elementary schooler!

For students entering kindergarten, first, or second grade, Montgomery County Public Schools offers additional instruction and enrichment focused primarily on literacy and math skills. This free, five–week summer program is offered at over 20 elementary schools around the county. The typical 4-hour session has been extended to 6.5 hours and will include additional instruction involving the arts and sciences. The Extended Learning Opportunity—Summer Adventures in Learning (ELO SAIL) provides free bus transportation to and from the elementary school from various neighborhood stops. The program also provides students with breakfast and lunch during the duration of the program. Parents can find out more about the ELO SAIL program and how to register through the MCPS website.

A similar program, ELO STEP, Summer Title I Enrichment Program, provides learning and enrichment opportunities in programming and advanced mathematics for students in grades 3, 4, and 5 who are enrolled in a Title I school. While selection is limited to a specific criteria of students, the free 5-week program offers rigorous instruction focused around critical thinking skills, advanced mathematical concepts, and hands-on learning experiences for elementary schoolers. Visit the MCPS website or call 240-740-4600 to obtain additional information.

A less structured summer learning opportunity for elementary schoolers might involve planning for Student Service Learning (SSL) hours. While students cannot begin to accrue SSL hours until they have exited grade 5 and begun middle school, the summer months offer great opportunities to get your elementary schooler thinking about what type of service projects he or she might be interested in for the upcoming school year. Volunteer work, even outside of fulfilling the SSL graduation requirement, allows families to investigate certain needs in their community and reach out to those organizations by offering or volunteering their time. If your elementary schooler is an animal lover or avid nature-seeker, consider contacting a local shelter, veterinary clinic, state park, or community group to see how your child could begin volunteering, even if on a casual basis. The key here is to allow your elementary schoolers to begin to seek out activities, causes, and needs that interest them. Once they reach middle school, and these hours begin to work towards their graduation requirement, children will have already had the experience of joining a new group, working with others for a common goal, and socializing with people of different age ranges and backgrounds.

Consider using chores or allowances as opportunities for older elementary schoolers to learn about financial responsibility, budgeting, and money management. Instead of simply handing over the cash or “prize” for completing their weekly chore chart, talk with your children about why they earned what they did. Talk about what actions it may take to earn more or what might cause them to earn less money. Then, ask them if there is something specific that they would like to save for. Help them plan out a saving schedule or system that helps them to accumulate their earnings toward that goal. Help them track their saving and spending so that they begin to understand how to plan for money coming in and money going out. Additionally, talk about how to keep track of or store cash. Where should your child not take cash? How should cash be handled or not handled? These informal financial lessons disguise summer learning while providing real-world applications and skills.

Book Love: A Haiku

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When sharing a book

children will begin to see

their world in new ways

Teaching Self-Advocacy at Home Pt. II

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In part I, we discussed how parents can introduce the concept of self-advocacy with the use of sentence frames, conversation pointers, and self-reflection. Once children begin to understand their needs at home and school, self-advocating becomes much easier.

  • Self-advocacy is all about speaking up; however, listening is also a primary part of getting the information that you need. Therefore, when instructing children on how to voice their needs, parents should be sure to stress the fact that listening is a key component of self-advocacy. Whenever children ask a question, voice a concern, or seek a response, they must be prepared to listen and absorb the information that they receive. Parents can discuss how eye contact allows other people to recognize that they have your attention. Additionally, body position and nodding are obvious cues that you are engaged and listening. All of these practices demonstrate active listening skills and help children fully absorb or comprehend the response or information that they are getting. When children ask a question, they should be able to paraphrase the response and formulate a follow-up or clarifying question if necessary. This demonstrates whether or not they were actively listening.

  • As young learners, children are just beginning to understand themselves as students, which means that their learning needs are somewhat unknown to them. Parents can ask questions like, “What are you good at?” “What do you often need help doing?” “How do you feel that you learn best?” and “When do you think that learning is the most difficult?” Answers to these questions will vary and change as children develop skills for managing their academic progress, but the ability to self-reflect is an essential component of self-advocacy.

  • Again, practicing sentence frames and hypothetical scenarios can help put children at ease when it comes time for them to advocate for themselves when their parents are not there to speak for them. Remind children that they can and should ask questions when they are confused about something, especially at school. Parents can also coach children on how to ask direct and specific questions. As opposed to, “Is this good?” or “Is this right?” Children should practice zoning in on concepts that are true roadblocks. In narrowing in on the specific question or need, children will obtain a more specific and helpful response.

  • Parents should encourage children to vocalize their confusion, stress, worries, or desire for help readily. The whole purpose of school is to seek and gain knowledge and experiences that propel them forward. In this sense, the more children ask, the more they will know. Explain to them that asking for help is a sign of strength, not weakness. For exceptionally shy children, encourage them to speak to the teacher or adult off to the side or one-on-one, instead of in front of the whole class. This will ease them into the concept of self-advocacy by removing the peer attention and anxiety that speaking up in a full classroom may bring.

  • For children with IEP or 504 accommodations, parents should be especially clear with children about requesting their accommodations and supplementary aides. Of course, this comes with practice and familiarity with their own educational plan, however children with specific learning needs benefit greatly from their ability to take an active role in vocalizing these needs.