How to make self-advocacy more accessible for individuals with developmental disabilities

By Evangelina Barineau

Self-advocacy seems to be hiding in plain sight. Conversations about what accommodations exist and how to access them are scarce. Self-advocacy will differ for an individual’s unique sets of goals and needs, so flexibility is critical. Human rights, self-direction, access, and accommodation are the groundwork for the goals of self-advocacy as explained by Baker and Galindo (2023). 

Resources exist for practical solutions and accommodations, but there needs to be a more educated discussion around them. One example through the Job Accommodation Network is the  Accommodation and Compliance Series: Employees with a Learning Disability (2019). This  resource brings awareness to workplace accommodations for individuals with developmental disabilities. The RISE Act is another resource that provides structure for the disability accommodation process in higher education (Young, 2026). The goal is to make institutional policies explicit and transparent so that that are accessible for students, parents, and faculty. 

Self-advocating can appear like a much bigger threat when you don’t know where to  begin. For starters, disclosing personal information about your disability when self-advocating is not necessary. You do not have to reveal what disability you have. The most beneficial information to divulge is how your disability affects you, the support and services you will need, and how your strengths and specific strategies have helped you succeed in the past (Molinari Sanders & Joles, 2021). Determining how much of your life is affected by social or systemic  barriers can be a way to increase your knowledge of your disability (Baker & Galindo, 2023). 

When requesting accommodations, you should discuss your existing skills and strengths before disclosing any limitations or challenges. Be aware to use positive language to reinforce that your challenges will not limit you from performing assigned tasks when the needed  accommodation is present. It’s also vital to remember that accommodations exist to give individuals with disabilities the ability to level the playing field.  

Self-advocacy disclosure should be focused on your abilities rather than your disability (Molinari-Sanders & Joles, 2021). Practicing self-advocating for accommodations with professors and supervisors beforehand with trusted members of your support system can be a helpful way to develop the skill (Molinari-Sanders & Joles, 2021). Baker and Galindo (2023) explain that providers give a lot of support to their clients with developmental disabilities, but what they hear at home has a larger impact. This does not mean over-protection, which is not always the best idea for the long term.  

Developing self-advocacy skills requires the space to gain independence to make  decisions for yourself. When you make a choice, you are responsible for the outcome. Feeling supported in your right to make decisions regardless of whether they are agreed upon is a huge part of self-advocacy (Baker & Galindo, 2023). Supporting self-advocacy is supporting individuals with developmental disabilities.  

Sources  

Baker, J., & Galindo, N. (2023, November 8). Best practices for promoting self-advocacy among  IDD clients. Relias. https://www.relias.com/blog/self-advocacy 

Molinari-Sanders, A., & Joles, C. (2021). Understanding self-advocacy. Learning Disabilities  Association of America. https://ldaamerica.org/lda_today/understanding-self-advocacy/ 

Young, E. (2025, February 18). Self-advocacy education. National Center for Learning  Disabilities. https://ncld.org/self-advocacy-education/