Self Advocacy Theory

One theory I have used for a few assignments and papers I am working on publishing is self- advocacy theory, which outlines the stages disabled people learn how to advocate for themselves. There are four main components to self-advocacy theory: knowledge of self, knowledge of rights, communication, and leadership (Test et al., 2005). While learning any one of these steps is important, one can fully become a self-advocate when they practice all four steps appropriately.

This week, I want to explain self-advocacy theory and provide some examples of how it can be used in daily life.

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Step One: Knowledge of Self

Knowledge of self includes doing research on your disability, symptoms, accommodations, and other disability centered needs (Test et al., 2005). This can be done independently or with support (Yeager et al., 2022). Most of my knowledge of disability came from high school, when I was diagnosed with hereditary spastic paraplegia. The new physical disability made me more interested in learning about autism and finding pride in being disabled. Before that experience, I very much tried to separate myself from being autistic, or what was referred to at the time as Asperger's syndrome. Some of my knowledge came from class assignments (Yeager et al., 2022), such as a 10th-grade science project where I had to pick a disability and do a report on it. My group consisted of one of my best friends and me, and I asked if I could do a write-in option for my new disability and brought in support ribbons for the class. Other information came from doctors, support groups, and college assignments. Self-knowledge can begin at an early age, especially when parents empower their disabled children (Yeager et al., 2022).

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Step Two: Knowledge of Rights

Knowledge of rights includes doing research on services and accommodations you, as a disabled person, have access to (Test et al., 2005). This can include doing research on federal laws, like the ADA, IEP, 504, or IDEA. It can also include doing research on specific accommodations, such as extended time on tests, physical access needs, and more. Many students are not automatically aware of their rights right away and learn more about them as they navigate having a disability in academic spaces (Yeager et al., 2022). For me, I learned more about my rights as I got older and had to navigate the accommodations process in middle school, high school, and college. I also learned more as I experienced discrimination in school and at work. Through these experiences, I learned what I am legally entitled to and what I want in an educational and work environment. To learn more about your rights, I recommend learning more about your disability, federal, state, and school or workplace-specific laws and policies. I also recommend talking with HR or a disability counselor to learn more.

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Step Three: Communication

After learning about your disability and rights, you can move on to communication. Communication occurs when you, as a disabled person, can discuss your needs, rights, and disability with others (Test et al., 2005). I have shared before that advocacy takes a lot of practice and that advocacy is a skill that is never fully mastered (Kroll, 2026). When I was in high school, I struggled to maintain a calm and respectful tone, didn't understand all of my rights, and didn't always stand up for myself appropriately when I experienced discrimination or microaggressions from classmates or teachers. In college, I had a better understanding, but still did not know all of the policies surrounding accessing accommodations until I began my master's degree. This meant I was not clearly able to communicate my needs, because I didn't know what I was communicating about. As I grew my knowledge foundation and practiced with my disability counselors, teachers, and professors, I became better at communicating. I also learned through practice (and error) how to communicate with friends about what I could and could not do with my current symptoms and energy levels. For those learning how to communicate, my best advice is to practice with people you trust and feel safe with.

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Step Four: Leadership

The last step in self advocacy theory is leadership (Test et al., 2005). Disability advocates demonstrate leadership when they use the first three skills they have learned to advocate for others (Test et al., 2005). Organizations can include disability related groups or organizations outside of disabilty such as veteran groups (Yeager et al., 2022). In my case, I am an advisory board member for a nonprofit group called the Conflict Resolution Institute, where I use my disability advocacy experience to help make materials accessible for students. You can demonstrate leadership by joining any organization that interests you, or by sharing your experience with others. This blog is a great example of leadership, as I am sharing my personal knowledge and experience with others who may benefit.

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Thank you for reading about self-advocacy theory! If you have any questions or comments, please comment on the blog, reach out at @Anniekrollblog on Instagram or Facebook, or email me at Anniekrollblog@gmail.com. I hope to see you next week! 

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Kroll, A. (2026). Include me: The experiences of a college student with multiple disabilities [Master's thesis, California State University Channel Islands]. ScholarWorks. https://scholarworks.calstate.edu/concern/theses/pg15bq553

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43-54. https://doi.org/10.1177/07419325050260010601

Yeager, K. H., Gandara, G. A., & Martinez, C. (2022). “It’s bigger than me:” Influence of social support on the development of self-advocacy for college students with disabilities. Journal of Postsecondary Education and Disability, 35(2), 145–159.