Self-advocacy skills enable active student involvement in the Individualized Education Program planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.

自我倡导技能使学生能够积极参与个性化教育计划的规划过程。然而，一些患有情绪和行为障碍 (EBD) 的学生缺乏适当的自我倡导技能，可能需要有关如何准备和参与他们自己的 IEP 的具体指导。特殊教育工作者在培养 EBD 学生自我倡导技能方面的知识和技能可能有限。因此，本文重点介绍一种基于研究的策略，即自我倡导策略 (SAS)，教育工作者可以使用该策略有效地提升学生的自我倡导技能。包括研究支持以及有关教育工作者如何在课堂中实施 SAS 的详细概述和指南。