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One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills to be successful in postsecondary settings. The purpose of this study was to examine the effects of a self-advocacy intervention on the ability of five high school students with high incidence disabilities to request academic accommodations in a high school general education course. Specifically, this study was a systematic replication of Walker and Test that focused on the impact of the Self-Advocacy and Conflict Resolution (SACR) training program on the ability of students to request academic accommodations. This study extended the research of Walker and Test by including (a) high school students with disabilities as participants, (b) a disability awareness lesson that incorporated information from each student's IEP, and (c) student self-evaluations of their video recorded role-plays. A multiple probe design across participants was employed to evaluate the effects of the SACR on 14-targeted behaviors. Findings indicated a functional relation between the SACR and the ability of students to request accommodations. As a result of instruction using the SACR, students acquired and maintained the self-advocacy skills, and then generalized the skills to the general education setting. Students and teachers also validated the importance of the goals, procedures, and effects of the intervention. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.
This open access book outlines the intersections between social work and the methods of sociometry and psychodrama. Different sections offer essential practice wisdom for both trauma-focused and trauma-informed experiential work for individuals, groups, organizations, and communities. This text enriches the understanding of various action-based approaches and highlights how to enliven social work practice. The chapters include clinical vignettes and examples of structured sociometric prompts with diverse populations, topics, and social work settings to enhance the understanding of group practice, individual practice, and community practice. It provides social workers and other professionals with dynamic tools to improve assessment, intervention, activism, and leadership. Strength-based practical tools are offered to readers, along with guidance for theoretical conceptualizations. This integrative book is an essential read for students, practitioners, leaders, and scholars within the fields of social work, psychodrama, the creative art therapies, group therapy, community organizing, and social activism.
Students with learning disabilities continue to make advancements in their preparation for post-secondary studies and are one of the largest growing populations to enter colleges and universities. However, it is estimated that only forty percent of students with a learning disability report it to their post-secondary schools, creating difficulties for students to successfully transition to the new academic expectations. Research shows one significant reason for the lack of reporting is students' deficiency in their ability to self-advocate. The current study looks at seven high school students with identified learning disabilities, who receive special education services, to evaluate their understanding and use of self-advocacy skills in their high school setting, in their preparation for transition into post-secondary education. Through the use of the Constructivism-Interpretivism paradigm, with an inductive approach, this case study analysis produced five primary themes and ten associated sub-themes. Analysis of semi-structured interviews and artifacts reveal themes of Awareness, Security, Communication, Experiences, and Motivation. To understand how, from the perspective of the students, these themes emerged and what role they play in the students' understanding, development, and use of self-advocacy, two research questions guide the analysis: (1) How do high school students with learning disabilities view the role of the school and educators in their development and use self-advocacy skills? and (2) How do high school students with learning disabilities understand the role of self-advocacy skills in their preparation for post-secondary studies?
Filled with strategies, and resources, this book uses the author's groundbreaking research about successful adults with learning disabilities, to promote self-advocacy. This work is brimming with useful and practical information. It is easily understood and embraced by students with learning disabilities, their parents, guidance counselors, and stakeholders in the fields of both higher and special education.
The Individuals with Disabilities Education Act was created in 1990 and the concept of Transition planning was mandated at both the federal and state level to meet the post-high school needs of individuals receiving special education services through an Individualized Education Program (IEP). An increased level of self-determination skills was exhibited by individuals who received instruction regarding their specific disability and how to self-advocate in conjunction with ample practice opportunities. This study examined the common high school experiences of individuals with disabilities, who self-advocated post-high school, asked for and received accomodations in a post-secondary education or employment environment. This study also examined the self-determination skills high school graduates exhibited post-high school and the accomodations they received in a post-secondary education or employment environment.
After graduating high school, students with IEPs are expected to advocate for themselves in a variety of situations without assistance. Research has shown that there is an importance and a need for the explicit teaching of self-advocacy strategies in order to help students with disabilities prepare for their transition after graduation. One of the most effective strategies found in the research is the Self-Advocacy and Conflict Resolution (SACR) intervention which can be implemented and modified for use with high schools and college students with disabilities. In this study, seven high school juniors and seniors participated in roleplays to determine the impact of the SACR intervention on their ability to self-advocate when they experience conflict over accommodations. Additionally, this study looked at student perceptions of their self-confidence while advocating. Through the use of student surveys, teacher checklists, student checklists, and student focus group responses, data showed that students grew in their demonstration SACR skills and in their confidence from baseline to their final roleplay. Students also demonstrated that practice and conflict resolution strategies helped them persevere through roleplays and become more confident in their self-advocacy skills over time. It was concluded that practice in self-advocacy strategies can help students become more confident in their ability to self-advocate. It was also found that it is important for students to experience refusal from adults in order to prepare them for conflict resolution.
The purpose of this study was to add to the body of knowledge about transition services for students with disabilities, specifically the instruction of self-advocacy skills to high school students with disabilities. This investigation was guided by the conceptual framework of social justice theory (Fondacaro & Weinberg, 2002; Odegard & Vereen, 2010; Rawls, 1991, 2001; Zajda, Majhanovich, & Rust, 2006). The study seeks to construct meaning using the social justice theory principles of distribution, recognition, and opportunities (Hytten & Bettez, 2011) in relation to self-advocacy instruction for special education students in high school. The researcher explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction provided in high schools. This case study examined three public schools and one community college in one Midwestern state. It explored special education administrator and teacher responses regarding self-advocacy instruction in their high schools. Specifically, it explored college students with disabilities responses regarding the self-advocacy instruction they received while in high school. Data revealed perceptions about the level of self-advocacy instruction that students with disabilities receive while in high school. The implications for this research and practice include opportunities that high schools have to teach students with disabilities self-advocacy skills in order to better prepare them for post school success.
To be successful in the general education students with disabilities may require accommodations. Students with disabilities need to develop self-advocating skills to be able to request the accommodations needed in the general education. This article describes a study in which six high school students with learning disabilities were explicitly taught to recognize when an accommodation was needed, select the appropriate accommodation, request the accommodation and then implement the accommodation in the general education classroom. The study indicated that students were able to advocate for themselves by requesting accommodations from their general education teacher. Based on data collected though this study, it is important for self-advocacy training to be implemented in the curriculum for all students with disabilities.
Self-advocates and professionals in the field agree on the critical importance of providing self-advocacy and leadership training to youth with disabilities. Youth Leadership Forum (YLF) programs have been developed and implemented nationwide to provide a training venue for youth with disabilities to gain self-advocacy and leadership skills. The problem is the lack of empirical evidence validating the effectiveness of self-advocacy training provided through the YLF training format. The purpose of this study was to evaluate the effects of the Texas Statewide Youth Leadership Forum (TXYLF) summer training event on the self-advocacy abilities of high school students with disabilities, and to examine the interaction effect of disability type and gender on the improvement of self-advocacy abilities. To accomplish this purpose, a Non-Equivalent Groups Design (NEGD) was selected and used. The target population for this study was high school youth with disabilities in the state of Texas. The final sample included 68 youth. The TXYLF Pre/Post Questionnaire was the instrument used to measure the participants' self-advocacy abilities. The pretest was administered the week prior to the training event. The posttest was administered to the treatment group immediately following the training event and to the control group in the two weeks following the training event. Descriptive and inferential analyses were conducted to answer the primary and the exploratory questions. The inferential analyses included an ANCOVA and two factorial ANOVAS. Results indicated that the training had a positive effect on the selfadvocacy abilities of the participants. The results of the ANOVAs indicated (a) type of disability did not interact with treatment to affect the self-advocacy abilities of these participants, and (b) gender did not interact with treatment to affect the self-advocacy abilities of these participants. A descriptive and inferential post hoc examination of the treatment group data yielded an interaction by treatment effect for disability type indicating the treatment was more effective for participants with Developmental Disabilities. Future research studies should focus on replication of the current study results and examination of the long term effects of the self-advocacy training for youth with disabilities. In designing these studies, group designs should be considered and used.
"There is not available a more comprehensive book in the area of self-determination." —Melinda Pierson, Department of Special Education California State University, Fullerton "Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula." —Marianne Mooney, Senior Research Associate TransCen, Inc., Post-Secondary Learning and Careers Give students with disabilities powerful tools for success in school and in life! Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to: Encourage students to become their own advocates by practicing assertive behavior Use needs-assessment techniques to determine the level of instruction required for each student Teach effective choice making, problem solving, and goal setting Support both families and fellow educators in their efforts to teach self-determination skills Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!