Abstract
- Self-advocacy skills are important for college students with disabilities to access accommodations and succeed academically, yet many students enter college with limited experience advocating for themselves. College instructors are uniquely positioned to support self-advocacy development through strategic conversations that help students understand their learning needs and communicate effectively. This Quick Fix article provides guidelines grounded in a research-based framework for college instructors to engage in constructive dialogue with students with disabilities. The guidelines include specific conversation starters and questioning approaches for students at different stages of self-advocacy development.