91 Essential Examples of Asking for Help IEP Goals

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

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As a teacher, you already know that your classroom is more than just a space confined by four walls.

It’s a place, an environment, where students explore their potential, learn critical life skills, and prepare for independence. One of the most valuable skills to teach is self-advocacy—the ability to ask for help.

Well-crafted IEP goals for asking for help ensure that students build practical, real-world self-advocacy skills that they can use throughout their lives. It gives students a voice—an essential tool they can use throughout life.

Developing the ability to ask for help requires intentional instruction. You need to carefully identify your students’ needs and strengths, then use that information to craft personalized goals that lead to measurable outcomes.

In this post, we’ll tell you how to write an IEP goal for asking for help, and how to fine–tune it to help your student succeed no matter what.

Click here to jump down to the IEP goals.

What Do We Mean by “Asking for Help”?

“Asking for help” within an IEP framework aligns with the overall idea of self-advocacy, but it’s more complicated than just knowing when to cry uncle. Instead, this is a skill that combines multiple layers and skills that students need to master over time.

According to Martin and Huber-Marshall in their 1995 study, self-advocacy boils down to these four areas:

1. Knowing your own needs and abilities: This means recognizing when something isn’t working, whether it’s struggling with instructions, navigating relationships, or managing class materials.
2. Being prepared to act: Is the student willing and ready to address their needs? That willingness doesn’t always come easily but grows with consistent support and encouragement.
3. Communicating the need effectively: Can the student clearly and calmly explain what they need before frustration sets in?
4. Demonstrating assertiveness: Advocacy isn’t just about asking—it’s about presenting the need confidently and seeking a solution collaboratively.

For example, imagine Sarah, a student with dyslexia. For Sarah, asking for a quiet space to take tests means understanding how her dyslexia affects her performance, recognizing when she needs support, and having the courage to approach her teacher with the request.

It’s no surprise that these nuances of self-advocacy make “asking for help” a skill that needs hands-on instruction, regular practice, and reinforcement across different situations. What seems like a simple question can often be challenging—even intimidating—for students.

But the good news? As they develop this skill, the rewards are immeasurable.

What Are Examples of Asking for Help?

IEP goals for asking for help should feel natural, not robotic or overly formal, and should be integrated into students’ daily routines.

Here’s a breakdown of some of this skill’s core components:

Identifying the Need for Help

The first step in self-advocacy is understanding when help is needed. Educators can teach strategies such as self-reflection or identifying specific struggles a student is facing.

For instance, if a student consistently finishes math exercises later than peers, they might recognize they need additional time or clearer instructions. Role-playing scenarios in class can help students identify their limits and learn to label those moments as times to ask for support.

Verbalizing the Need for Assistance

For verbal students, this skill revolves around phrasing their thoughts clearly. Teachers can offer sentence starters like, “I didn’t understand [topic/instructions]. Could you explain it again?” or “I need more time to finish this.” Practicing these sentences during classroom downtime can make stating them feel more natural during moments of stress.

Using Communication Tools for Nonverbal Students

Not all students use spoken words to communicate. For nonverbal learners, assistive technology—such as text-to-speech apps like Proloquo2Go or speech-generating devices like Dynavox—can be an invaluable resource as you pursue self-advocacy IEP goals. For example, a student could use a text-to-speech app to request extra time on an assignment or clarify instructions from their teacher. Picture cards or emotion boards can also act as tools for communication.

Self-Advocacy in Social Situations

Support in social settings is vital. Students with specific social difficulties, like those on the autism spectrum, might find scripts helpful in practicing how they can ask peers for help. However, it’s important to allow flexibility and respect personal communication preferences, ensuring students can use approaches that feel most natural to them.

For example, students can learn to approach classmates by saying, “Can you show me where the cafeteria is?” or “Can you explain what page we’re on?”

Pro tip: if you need more social skills IEP goals, this guide has them for you.

Advocating for Accommodations

One critical form of asking for help involves requesting accommodations explicitly listed in their IEPs. Students need to know what accommodations are available to them and how to request them.

Whenever you can, encourage clear dialogues with teachers and staff during the school year, which will help develop your students’ confidence for requesting these supports independently.

Accepting Help

Another often-overlooked skill is accepting help in a way that feels comfortable and appropriate for the student. To accomplish this, role-play exercises that normalize giving and receiving assistance evenhandedly can help students overcome any hesitations or embarrassment.

Generalizing Self-Advocacy Skills

Finally, teaching students to replicate their success across settings—like switching from school to after-school activities—cements real progress. Encourage your students to practice asking for help in extracurriculars, community interactions, or home environments.

Why is Asking for Help and Self-Advocacy Important?

We often think that teaching students to ask for help and advocate for their own needs is just a basic classroom strategy. However, it’s a core life skill, one that all students need to master both in and out of the classroom.

Students who fear or lack knowledge about advocating for themselves may struggle to succeed. For students with disabilities or those who are neurodivergent, this skill becomes even more important as it empowers them to overcome barriers and achieve their goals.

During the school years, research has repeatedly shown that explicit instruction in asking for help (and self-advocacy) can significantly improve outcomes, both academically and socially.

For instance, students who learn how to advocate for their needs feel a stronger sense of belonging in the classroom and often see improved academic performance. For example, a student who previously hesitated to ask for clarification on assignments may start raising their hand more frequently, leading to better comprehension and higher grades on tests and homework. We aren’t just talking about grades here—we’re talking about boosting confidence, self-awareness, and independence, all traits that shape how students view themselves and their potential.

On an even larger scale, self-advocacy also impacts life outside of school. A study by Wehmeyer found that students who utilize self-advocacy skills are more likely to earn higher incomes within just a year of graduating.

By teaching students to speak up for themselves, you’re setting them up for long-term success—not just in the workplace, but as individuals who can confidently tackle challenges and take control of their lives. There’s no better gift you can give to your students than that.

91 Asking for Help IEP Goals

Identifying the Need for Help

1. By the end of the IEP period, when given a challenging academic task, [Student Name] will identify the need for help by raising a hand, using assistive technology, or submitting a written request with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
2. By the end of the IEP period, when experiencing frustration during a task, [Student Name] will verbally express the need for assistance with 75% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
3. By the end of the IEP period, when presented with new material, [Student Name] will indicate confusion using a predetermined signal with 70% accuracy in 4 out of 5 trials in classroom lessons as measured by teacher data collection.
4. By the end of the IEP period, during group work, [Student Name] will identify when information needs clarification by asking a peer or the teacher with 85% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
5. By the end of the IEP period, when struggling with independent assignments, [Student Name] will use a “help” card to request assistance with 80% accuracy in 3 out of 5 instances as measured by teacher data collection.
6. By the end of the IEP period, during classroom discussions, [Student Name] will wait their turn to speak and listen to peers with 90% accuracy in 4 out of 5 monitored sessions as measured by teacher data collection.
7. By the end of the IEP period, when presented with a multi-step task, [Student Name] will break down instructions into manageable parts verbally or in writing with 75% accuracy in 3 out of 5 trials as measured by teacher data collection.
8. By the end of the IEP period, [Student Name] will follow multi-step verbal directions and complete tasks with 85% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
9. By the end of the IEP period, when working on collaborative projects, [Student Name] will contribute a relevant idea or suggestion with 80% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
10. By the end of the IEP period, during independent reading time, [Student Name] will select appropriate reading material and read silently for 10 minutes with 90% success in 4 out of 5 sessions as measured by teacher data collection.

Check out these following directions IEP goals, too!

Verbalizing the Need for Assistance

1. By the end of the IEP period, when given a challenging task, [Student Name] will state “I need help” with 80% accuracy in 4 out of 5 trials as measured by teacher data collection.
2. By the end of the IEP period, when seeking assistance, [Student Name] will use a complete sentence such as “Can you help me with this problem?” with 85% accuracy in 4 out of 5 trials as measured by teacher data collection.
3. By the end of the IEP period, when struggling with classroom assignments, [Student Name] will verbally request help from a teacher or peer with 75% accuracy in 3 out of 4 instances as measured by teacher data collection.
4. By the end of the IEP period, during independent work, [Student Name] will ask at least one question about unclear instructions with 80% accuracy in 3 out of 4 trials as measured by teacher data collection.
5. By the end of the IEP period, before becoming frustrated, [Student Name] will say “I feel confused” (or similar) to request help with 80% accuracy in 4 out of 5 instances as measured by teacher data collection.
6. By the end of the IEP period, during group activities, [Student Name] will respectfully express disagreement or alternative ideas with 75% accuracy in 3 out of 5 instances as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will request a break using a predetermined signal or phrase with 85% accuracy in 3 out of 4 trials as measured by teacher data collection.
8. By the end of the IEP period, while working on multi-step tasks, [Student Name] will ask for clarification as needed with 80% accuracy in 4 out of 5 instances as measured by teacher data collection.
9. By the end of the IEP period, before acting impulsively, [Student Name] will use a self-regulation strategy (e.g., deep breaths) with 90% accuracy in 3 out of 4 instances as measured by teacher data collection.
10. By the end of the IEP period, [Student Name] will initiate interactions with peers using preferred communication methods with 75% accuracy in 4 out of 5 instances as measured by teacher data collection.

Using Communication Tools (Nonverbal)

1. By the end of the IEP period, when a problem remains unsolved after two attempts, [Student Name] will display a help-signal card with 90% accuracy in 5 out of 5 trials as measured by teacher data collection.
2. By the end of the IEP period, during classroom activities, [Student Name] will note the need for help in a checklist or communication notebook with 80% accuracy in 4 out of 5 attempts as measured by teacher data collection.
3. By the end of the IEP period, [Student Name] will use a communication board or AAC device to request assistance with 85% accuracy in 3 out of 4 trials as measured by teacher data collection.
4. By the end of the IEP period, during group assignments, [Student Name] will signal a peer for clarification with 80% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
5. By the end of the IEP period, [Student Name] will initiate a break request during independent work with 75% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
6. By the end of the IEP period, [Student Name] will use a pre-taught script or sentence starter to ask for assistance with 80% accuracy in 3 out of 5 trials as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will use a visual schedule or planner to address scheduling conflicts with 85% accuracy in 4 out of 5 attempts as measured by teacher data collection.
8. By the end of the IEP period, during unstructured activities, [Student Name] will gesture or ask about material locations with 80% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
9. By the end of the IEP period, [Student Name] will request a preferred sensory tool or strategy during instruction with 75% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
10. By the end of the IEP period, [Student Name] will practice requesting clarification through social story or role-play in 4 out of 5 scenarios as measured by teacher data collection.

Self-Advocacy in Social Situations

1. By the end of the IEP period, [Student Name] will say “I would like to take a break” during stressful situations with 75% accuracy in 3 out of 4 instances as measured by teacher data collection.
2. By the end of the IEP period, during group projects, [Student Name] will ask for help understanding their role with 70% accuracy in 4 out of 5 trials as measured by teacher data collection.
3. By the end of the IEP period, during peer interactions, [Student Name] will advocate to join an activity with 85% accuracy in 3 out of 4 trials as measured by teacher data collection.
4. By the end of the IEP period, during classroom discussions, [Student Name] will contribute a relevant comment or question with 80% accuracy in 3 out of 5 trials as measured by teacher data collection.
5. By the end of the IEP period, when given a task with multiple steps, [Student Name] will follow the sequence independently with 90% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
6. By the end of the IEP period, when presented with a social conflict, [Student Name] will use a pre-taught coping strategy with 75% accuracy in 3 out of 4 incidents as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will initiate a positive social interaction using a greeting aligned with communication preferences with 70% accuracy in 4 out of 5 trials as measured by teacher data collection.
8. By the end of the IEP period, when frustrated by a challenging task, [Student Name] will request assistance instead of avoiding with 80% accuracy in 3 out of 5 opportunities as measured by teacher data collection.
9. By the end of the IEP period, during independent work, [Student Name] will stay on task for 15 minutes with no more than one prompt in 4 out of 5 trials as measured by teacher data collection.
10. By the end of the IEP period, during group activities, [Student Name] will take turns and share materials with 85% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
11. By the end of the IEP period, [Student Name] will transition between activities using self-regulation strategies with 90% accuracy in 4 out of 5 occurrences as measured by teacher data collection.
12. By the end of the IEP period, during cooperative learning, [Student Name] will give respectful feedback to peers in 3 out of 5 trials as measured by teacher data collection.
13. By the end of the IEP period, [Student Name] will use a calming strategy when upset with 80% accuracy in 4 out of 5 opportunities as measured by teacher data collection.

Here are a few more peer interaction IEP goals.

Advocating for Accommodations

1. By the end of the IEP period, when a task requires extended time, [Student Name] will request that accommodation with 85% accuracy in 4 out of 5 attempts as measured by teacher data collection.
2. By the end of the IEP period, [Student Name] will request modified instructions with 80% accuracy in 3 out of 4 trials as measured by teacher data collection.
3. By the end of the IEP period, during class, [Student Name] will request a quiet space with 75% accuracy in 3 out of 4 attempts as measured by teacher data collection.
4. By the end of the IEP period, during group activities, [Student Name] will request clarification or assistance with 80% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
5. By the end of the IEP period, when struggling with a written task, [Student Name] will request a scribe or keyboard with 85% accuracy in 4 out of 5 instances as measured by teacher data collection.
6. By the end of the IEP period, [Student Name] will request breaks or alternate seating respectfully with 75% accuracy in 3 out of 4 attempts as measured by teacher data collection.
7. By the end of the IEP period, during tests, [Student Name] will request sensory tools (e.g., headphones) with 80% accuracy in 4 out of 5 occurrences as measured by teacher data collection.
8. By the end of the IEP period, [Student Name] will use a cue to ask for repetition or rephrasing with 90% accuracy in 3 out of 4 attempts as measured by teacher data collection.
9. By the end of the IEP period, when transitioning between tasks, [Student Name] will use their accommodation plan with 75% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
10. By the end of the IEP period, [Student Name] will request alternative formats (e.g., audio, large print) with 80% accuracy in 4 out of 5 instances as measured by teacher data collection.
11. By the end of the IEP period, during unstructured times, [Student Name] will self-advocate for accommodations to minimize stress with 75% accuracy in 3 out of 4 occurrences as measured by teacher data collection.
12. By the end of the IEP period, [Student Name] will request access to a visual schedule or planner with 85% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
13. By the end of the IEP period, during cooperative projects, [Student Name] will request preferred seating or task division with 80% accuracy in 4 out of 5 instances as measured by teacher data collection.

Self-Monitoring and Reflection

1. By the end of the IEP period, [Student Name] will ask a clarifying question when needed with 80% accuracy in 3 out of 4 trials as measured by teacher data collection.
2. By the end of the IEP period, during review sessions, [Student Name] will identify one instance when help was needed using a checklist with 90% accuracy in 5 out of 5 trials as measured by teacher data collection.
3. By the end of the IEP period, [Student Name] will track assignment progress with a checklist with 85% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
4. By the end of the IEP period, [Student Name] will identify one improvement area after feedback with 80% accuracy in 3 out of 4 instances as measured by teacher data collection.
5. By the end of the IEP period, during weekly sessions, [Student Name] will set a measurable academic goal with 90% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
6. By the end of the IEP period, [Student Name] will update a planner with due dates and tasks with 95% accuracy in 4 out of 5 trials as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will complete a self-evaluation on effort and performance with 85% accuracy in 5 out of 6 trials as measured by teacher data collection.
8. By the end of the IEP period, after reflection, [Student Name] will note one new improvement strategy with 80% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
9. By the end of the IEP period, [Student Name] will list potential barriers and plan to overcome them with 90% accuracy in 3 out of 4 instances as measured by teacher data collection.
10. By the end of the IEP period, [Student Name] will rate their focus and participation using a scale with 80% accuracy in 4 out of 5 trials as measured by teacher data collection.
11. By the end of the IEP period, after a group project, [Student Name] will describe their contribution with 90% accuracy in 5 out of 5 opportunities as measured by teacher data collection.
12. By the end of the IEP period, [Student Name] will recognize patterns of needing support and proactively seek help with 85% accuracy in 4 out of 5 instances as measured by teacher data collection.

Here are a few more self-monitoring IEP goals.

Accepting Help

1. By the end of the IEP period, when offered assistance, [Student Name] will accept help without frustration behaviours with 80% accuracy in 3 out of 4 observation periods as measured by teacher data collection.
2. By the end of the IEP period, [Student Name] will ask for clarification when needed with 85% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
3. By the end of the IEP period, [Student Name] will follow suggestions from peers or teachers with 80% accuracy in 3 out of 4 observation periods as measured by teacher data collection.
4. By the end of the IEP period, [Student Name] will process and respond to corrective feedback appropriately with 75% accuracy in 3 out of 5 instances as measured by teacher data collection.
5. By the end of the IEP period, [Student Name] will acknowledge assistance using preferred communication methods in 90% of opportunities as measured by teacher data collection.
6. By the end of the IEP period, [Student Name] will engage appropriately when guided, using preferred communication, with 85% accuracy in 4 out of 5 instances as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will adjust work based on feedback with 75% accuracy in 3 out of 4 tasks as measured by teacher data collection.
8. By the end of the IEP period, [Student Name] will ask for peer assistance during group activities with 80% accuracy in 4 out of 5 settings as measured by teacher data collection.
9. By the end of the IEP period, [Student Name] will listen actively when receiving explanations with 85% accuracy in 3 out of 4 opportunities as measured by teacher data collection.
10. By the end of the IEP period, [Student Name] will politely decline unnecessary help 80% of the time during 4 observation periods as measured by teacher data collection.
11. By the end of the IEP period, [Student Name] will summarise assistance received to show understanding with 75% accuracy in 3 out of 4 instances as measured by teacher data collection.

View more social skills IEP goals here.

Generalizing Self-Advocacy Skills

1. By the end of the IEP period, across settings, [Student Name] will request help independently with 75% accuracy in 4 out of 5 opportunities as measured by teacher data collection.
2. By the end of the IEP period, during extracurricular activities, [Student Name] will request adult assistance with 85% accuracy in 3 out of 4 trials as measured by teacher data collection.
3. By the end of the IEP period, during group work, [Student Name] will request clarification or support with 80% accuracy in 4 out of 5 sessions as measured by teacher data collection.
4. By the end of the IEP period, [Student Name] will advocate for necessary accommodations with 75% accuracy in 3 out of 4 instances as measured by teacher data collection.
5. By the end of the IEP period, in unstructured settings, [Student Name] will seek support when difficulties arise with 70% accuracy across 5 occurrences as measured by teacher data collection.
6. By the end of the IEP period, during IEP meetings, [Student Name] will share at least one successful self-advocacy strategy in 3 out of 4 meetings as measured by teacher data collection.
7. By the end of the IEP period, [Student Name] will decide when to ask for help versus working independently with 80% accuracy in 4 out of 5 occurrences as measured by teacher data collection.
8. By the end of the IEP period, when facing a conflict, [Student Name] will communicate concerns and resolve the issue with 85% accuracy in 3 out of 4 situations as measured by teacher data collection.
9. By the end of the IEP period, [Student Name] will explain strengths and needs to a peer or teacher with 75% accuracy in 4 out of 5 scenarios as measured by teacher data collection.
10. By the end of the IEP period, during class discussions, [Student Name] will raise assignment questions using self-advocacy strategies with 85% accuracy in 3 out of 4 trials as measured by teacher data collection.
11. By the end of the IEP period, [Student Name] will evaluate assistance and provide constructive feedback with 70% accuracy in 3 out of 5 trials as measured by teacher data collection.
12. By the end of the IEP period, [Student Name] will use supportive tools (e.g., visual aids, timers) to advocate for task completion with 80% accuracy in 4 out of 5 opportunities as measured by teacher data collection.

These independent functioning IEP goals are another must-read.

How Do You Write an IEP Goal for Asking for Help?

Writing an IEP goal for a student who needs support in asking for help might feel tricky, especially since it’s such an important skill to master. Remember that your goals should always fit the unique needs of the student. Some students may need more role-playing practice, while others thrive with visual cues.

Either way, there’s a simple formula you can start with as your foundation, then tweak it to fit the student’s strengths and challenges. The more personalized the goal, the better the outcome.

The formula for writing a strong IEP goal goes like this:

“When given [instruction or task, etc.], the student will [demonstrate skill or behavior, etc.] with __% accuracy in __ out of __ trials [within a given time period].”

By following this structure, you can make the goal both clear and actionable. Plus, it helps create a benchmark to measure progress easily.

Consider a student who tends to shut down instead of asking for help during group work. A goal for them might look something like this:

“When given a group task, Zachary will appropriately ask for help using a verbal or non-verbal request with 80% accuracy in 4 out of 5 trials within a two-week period.”

This goal sets expectations while leaving room for flexibility, such as allowing non-verbal requests. It also defines success (80% accuracy in 4 out of 5 trials) yet keeps the time frame realistic.

5 Evidence-Based Tips for Teaching Skills to Ask for Help

Below are five evidence-based strategies you can use to help your students develop the confidence they need to effectively request support.

1. Help Your Student Learn About Themselves, Their Needs, and Their Rights

Self-awareness is the foundation of self-advocacy, particularly when it comes to understanding one’s strengths, challenges, and goals.

Start by sitting down with your student and guiding them through a conversation about how their specific learning differences impact them daily. For example, they may struggle with reading comprehension or find it easier to learn visually rather than through verbal instructions.

Introduce the concept of IEPs or 504 plans and explain their role in ensuring school accommodations.

Help your students become familiar with the goals and accommodations outlined in their plans, so they feel comfortable explaining these to teachers when needed. Discussing their rights under laws like the Individuals with Disabilities Education Act (IDEA) can also empower your students to understand the tangible benefits of self-advocacy.

Finally, encourage your students to develop their “elevator pitch”—a quick explanation of their unique learning needs and the specific tools or accommodations they need to succeed in school. Practice these scripts together to build their confidence in delivering them.

2. Practice Modeling and Role Playing

Many students need to see examples of self-advocacy in action before they feel equipped to try it themselves—they just don’t know what it actually looks like. Role-playing and modeling are incredibly effective ways to provide this support.

Start by modeling how to ask for help effectively. For example, you can demonstrate how to tell a teacher, “I need help understanding this math problem. Could you explain it in simpler steps?” This helps normalize asking for assistance without embarrassment.

Next, involve students in role-play scenarios. Act as a teacher or peer, and have your students practice asking for modifications or accommodations they need, such as extra time on tests or assistance with note-taking. The more realistic and varied the scenarios, the more prepared they’ll feel when faced with real-life situations.

Through all of this, use positive reinforcement to acknowledge their efforts and progress. Over time, role-playing allows students to develop the verbal and non-verbal communication skills they need for effective advocacy.

3. Instill Organizational Skills

Students are far more likely to advocate for themselves when they feel prepared and organized. Help your students develop organizational strategies, such as using binders, planners, or digital tools to track their goals, assignments, and accommodations.

Teach them how to keep track of important documents like IEP summaries, legal rights handouts, and examples of learning strategies that work best for them. You might even create a personalized binder for each student, where they can store this information in one convenient place.

Building these organizational habits makes self-advocacy more manageable while also instilling a sense of independence and responsibility in your students.

4. Teach Advocacy Through Writing

Helping students develop written self-advocacy skills is just as important as practicing verbal communication. Start by teaching them how to write concise emails or letters that explain their needs clearly and respectfully.

For instance, students can practice writing to their teachers or school administrators to request specific accommodations. You can guide them through these exercises by providing ready-to-use templates or examples.

Take it one step further by encouraging students to research disability advocates online and analyze how they communicate their needs and rights.

5. Make a Transition Plan

Creating a transition plan for your students will help them prepare to take on more independence, whether transitioning into a new grade level, post-secondary education, or the workforce. A strong transition plan should include clear goals for building self-advocacy skills, along with practical tools to support these goals.

This might involve setting up mock meetings where students practice articulating their needs with new teachers or employers. For older students, make sure they leave school with a “self-advocacy toolkit,” including documentation of their accommodations, contact lists for academic support, and guidance on how to communicate their needs in college or workplace environments.

Helping students see self-advocacy as an ongoing life skill—and equipping them with the tools and strategies to practice it—sets them up for long-term success and independence.

Data Tracking Methods for Asking for Help IEP Goals

Tracking progress for IEP goals can sometimes feel overwhelming, but implementing a structured system can make the process more manageable and effective. To streamline the process, create a system that integrates naturally into your classroom routine.

Start by defining what “asking for help” looks like for each student. For example, does it mean raising a hand, verbalizing a question, or using assistive communication devices? Knowing the criteria will help you better track their progress.

Once that’s locked in, consider using prompting levels. Rate how much help a student needs to ask for help (like no prompt, verbal prompt, or physical prompt). Track these interactions daily on a quick checklist or digital app. Add notes when needed, but keep it simple. The easier it is to track, the more reliable your data will be.

Next, monitor specific scenarios. Are students asking for help during quiet reading time but not during group work? It’s important to observe patterns across different settings, so you can identify when and where they may need more support.

Regular check-ins with the student can make all the difference. Quick self-assessments, like asking students how comfortable they felt seeking help that day, not only build awareness but also help your tracking efforts improve accuracy.

Measuring Progress for Your IEP Goals

When it’s time to review their progress, you’ll want to measure more than just “Did they do it?”

Instead, look at things like frequency, independence, and consistency. Again, this is where that IEP goal template we described above can help you set reasonable benchmarks tied to time, frequency, duration, etc.

How often are they asking for help? Are they able to initiate it without prompts? Do they stick with the skill even when the situation changes?

You’ll also want to evaluate the quality of their help-seeking behavior. Are they clear about what they need? For example, a student who always says “I don’t get it” might still need help articulating their concerns. Providing sentence starters and modeling stronger language can help them improve clarity over time.

Remember to celebrate the milestones, big or small. For example, you could recognize progress by praising students in class, sending a positive note home, or allowing them to choose a preferred activity as a reward. Even small acknowledgments help reinforce their confidence in asking for help. Even one more independent help-seeking instance this month than last is progress! Share this with the student, their family, and your team—it keeps everyone motivated and moving toward success. Consistent tracking is your best friend for fine-tuning any adjustments to their IEP as needed.

Final Thoughts

Teaching students to ask for help goes beyond just academics and extends to the act of giving them tools they’ll use for the rest of their lives. Consistency, patience, and genuine encouragement are the ingredients to get there.

The steps you take today can have a lasting impact.

FAQ

How do you support children’s self-esteem and self-confidence in schools?

Create situations where your students can succeed. Offer plenty of positive reinforcement when they do well. It can also help to involve them in small decisions, so they feel a sense of control.

What are the IEP goals for self-management?

IEP goals for self-management often focus on skills like staying organized, following routines, emotional regulation, and adapting to various settings and expectations. Breaking these tasks into smaller steps and tracking their efforts can make these goals more achievable.

How to teach self-advocacy for students with disabilities?

Teaching self-advocacy starts with helping students understand their strengths and needs. Role-playing can be a great method here. Practice scenarios where they explain what works best for them, like asking for extended time or sensory breaks. Celebrate every small win, as confidence will grow with practice.

Further Reading

• Martin and Huber-Marshall: ChoiceMaker: A Comprehensive Self-Determination Transition Program
• Pierce, Rebekah: 79 Social Skills IEP Goals for Lasting Student Success
• Pierce, Rebekah: 10-Minute Tips To Improve Self-Monitoring Skills
• Pierce, Rebekah: 100 IEP Goals For Autism: Follow This Template For Success
• McBrinn, Brenna: The Effects of Self-Advocacy Instruction on the Self-Reported Feelings of Belonging in the Inclusion Classroom Among Middle School Students with Disabilities
• University of Michigan: Teaching Self Advocacy
• University of MIchigan: Teaching Self Advocacy to Your Child
• Baharestani, Jaclyn: Developing Self-Advocacy Skills in School and at Home
• Indiana University Bloomington: How Do I Teach Self-Advocacy Skills?
• Lamar University: Empower Special Education Students Through Self-Advocacy