Self Advocacy for Students with Dyslexia | Discussion Cards

Self Advocacy for Students with Dyslexia | Discussion CardsOverview and Benefits Dr. Warrens Self Advocacy Task and Activity Cards were created to improve student self advocacy skills. They can be used in classrooms or therapeutic sessions to help develop communication skills and build compassion and community. In addition, they can be used to teach authentic dialogue and develop emotional intelligence. They are ideal for individual sessions, small group, role playing scenarios, round table discussions, and

Overview and Benefits  

Dr. Warren’s Self-Advocacy Task and Activity Cards were created to improve student self-advocacy skills. They can be used in classrooms or therapeutic sessions to help develop communication skills and build compassion and community. In addition, they can be used to teach authentic dialogue and develop emotional intelligence. They are ideal for individual sessions, small-group, role-playing scenarios, round table discussions, and circle groups.

How to Use Task Cards with Individuals:

When conducting individual sessions, the task cards can be used as discussion starters that can help build metacognitive skills. The role-playing situations allow a student to individually practice self-advocacy skills.  

How to Use Task Cards with Groups:

When conducting a group, I recommend circle groups or round table discussions, where every person is visible, shares in the experience, and encounters a stronger sense of community. Each participant leads a discussion by selecting a task card, reading it aloud, and completing the directive.

How to Use in Small Group Role Playing Scenarios: 

Activity cards can be used in groups of 2-4 participants. This allows the students to brainstorm a variety of solutions, learn how to navigate difficult situations, and practice self-advocacy skills with their peers.

The Shape of the Circle:

Arrange the classroom or other space so that each participant can see everyone’s face. Try to use a location that has no barriers between individuals.

Suggested Guidelines for Circles:

1. Speak from the heart: Speak about what is true for you based on your own experiences.
   
2. Let go of judgment and listen: We are used to judging other people. So when we listen, we try to set aside stories and assumptions we may hold about the person. This opens up the possibility of making discoveries and connections with each other.
   
3. Let go of rehearsing your own response: Trust that you will know what to say when it is your turn to speak. Try to let go of mentally rehearsing your own response while others are speaking.
   
4. Share the time with others: Keep in mind the limits of time and make room for everyone to speak.
   
5. Let each participant lead the discussion. If time is available, let each participant select an activity card. Each person reads their card and leads the activity. If there is only time to do a few activity cards, ask for volunteers to lead the group. Over time, be sure to allow all group members to lead the group.

By using this publication in group therapy sessions or classrooms, facilitators can create a calmer, more focused, and increasingly cooperative community/learning environment. It also nurtures a happier atmosphere, and participants can learn metacognitive tools that they can apply to their own lives.

Each purchase is a single license, for a single teacher, parent, or therapist.  If additional individuals wish to use the product, please purchase additional copies.  Thank you.