What type of graphic organizer(s) might the student require in order to visually represent and organize the concepts, feelings, or behaviors that relate to this particular topic?
Graphic organizers can be used to support instruction as you target several steps within the self-advocacy process. First of all, graphic organizers and other worksheets might support the student in organizing and visually representing his strengths, needs, interests, and goals for which he might need to advocate.
Use information from the self-assessments (*see Priming section in this topic, and also refer to the Self-Assessment Unit for the full library of assessments) and then work with the student to organize the most relevant information from those assessments within a graphic organizer. Emphasize the areas of strength, and work with the student to select only the most relevant areas of weaknesses. Below is one example of an organizer that might be used within the priming stage:
As shown in the example below, graphic organizers might also be used to clarify a student’s classroom accommodations. Note that he can then refer back to this visual cue as needed. If he is very uncomfortable saying to an unfamiliar instructor what his accommodations are, he could show the instructor this card:
"Self-Advocacy - Graphic Organizers - Accommodations Cue Card"
Graphic organizers might also be used to support the student in making decisions about when to get help, and how to pursue that assistance. As the student considers several solutions to the issue or need, a graphic organizer can also be used to support the student in mapping out potential options and selecting the best option to pursue. Remember again that when the student participates in the selection of a solution/course of action, he is more likely to take “ownership.” Below is one example of a graphic organizer that might be used to support the student in selecting a course of action:
It may also be necessary to use a graphic organizer to help you and the student come to agreement on who will complete what steps in order to resolve an issue or need. For example, if the student has class notes as an accommodation on his IEP, but he rarely asks the educator for these notes, then you might devise an organizer (which serves as a “contract”) to identify what steps you will be responsible for, and what steps he will be responsible for in order to more regularly obtain those notes. As noted in Shaping, the goal over time is for the student to be responsible for more steps within the advocacy process:
Is there a way to visually or thematically incorporate the student’s interests into this graphic organizer to increase motivation and engagement?
Consider developing a strengths organizer that includes images that he finds or draws to represent the things that the student is good at. Or, the organizer might include images that depict his future goals/dreams.
What additional visual clarity cues (e.g. icons, bolding, highlighting, color-coding) might you add to the graphic organizer to clarify concepts and to direct attention to key details?
In order to align this intervention topic area with the unique needs of the student, do you need to create a graphic organizer in the View2do program?