Self-Advocacy & Communication of Needs

Self-advocacy and communication skills are vital for children to participate in everyday life, build independence, and engage with others. Some children may struggle to speak up due to shyness, sensory overload, anxiety, or social difficulties. Occupational therapists (OTs) work alongside children to develop practical strategies that allow them to communicate effectively in different settings.

What does OT support look like in this area?

OTs support self-advocacy by integrating communication strategies into everyday activities:

• Teaching children to express needs and preferences: Encouraging simple requests, choices, or explanations.

• Using visual supports or gestures: Picture cards, choice boards, or sign language to help children communicate quickly and clearly.

• Modelling self-advocacy in real-life situations: Practising asking for help, stating opinions, or requesting breaks.

• Supporting children in busy or overwhelming environments: Helping them manage distractions and sensory input to be heard.

• Embedding communication in functional tasks: During snack time, group activities, or classroom routines, the OT supports children to make decisions and ask for what they need.

How OT support helps in everyday life

• Children can participate more fully in school, home routines, and social activities.

• Reduces frustration when needs aren’t met or understood.

• Builds independence, self-confidence, and problem-solving skills.

• Improves peer relationships through clearer expression and assertiveness.

How this skill can change as your child grows

• Early childhood: Expressing basic needs, choices, or simple emotions using gestures, words, or visuals.

• School-age: Asking for help, making opinions known, using strategies to manage busy environments.

• Adolescence: Advocating for themselves in complex social, academic, or community situations; negotiating and negotiating solutions independently.

How this skill can look at home, school, or in the community

• Home: Choosing snacks, requesting help with chores, expressing preferences for activities.

• School: Asking for assistance, requesting breaks, participating in group discussions.

• Community: Communicating needs in clubs, sports, or social activities, asking for support or directions.

Example

An 8-year-old struggled to ask for help during classroom group work. The OT introduced a visual choice board and modelled phrases such as “Can I have a turn?” Over time, the child began using the board independently, asking questions, and requesting assistance without adult prompting. This increased confidence and reduced frustration in the classroom.