Which of the following is an example of a self-advocacy strategy for students with disabilities?

Asking teachers for assistance when needed is a clear example of a self-advocacy strategy for students with disabilities. This approach empowers students to recognize their own needs and seek out support, which is a critical skill for navigating both academic and personal challenges. Self-advocacy involves understanding one’s rights and needs and expressing them in a manner that promotes independence and confidence. Actively seeking help when required helps students to engage more fully with their education and supports their learning process.

In contrast, remaining silent during class discussions does not allow for the expression of thoughts or needs, which is contrary to the essence of self-advocacy. Similarly, only interacting with teachers on formal occasions limits opportunities for students to communicate their needs and participate in their learning actively. Following all instructions without question can lead to a passive approach to learning, undermining the ability to voice concerns or seek clarification when necessary. Self-advocacy is about taking initiative and making one's needs known, which is illustrated by the ability to ask for help.