Evaluating Self-advocacy in High School Students with Learning Disabilities Through Case Study Analysis

Evaluating Self-advocacy in High School Students with Learning Disabilities Through Case Study Analysis
Author: Stephen L. Centerrino
Publisher:
Total Pages: 170
Release: 2016
Genre: Autonomy (Psychology)
ISBN:
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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?

Self-advocacy Skills for Students with Learning Disabilities

Self-advocacy Skills for Students with Learning Disabilities
Author: Henry B. Reiff
Publisher: National Professional Resources Inc./Dude Publishing
Total Pages: 240
Release: 2007
Genre: Education
ISBN: 9781934032060
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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.

Evaluating the Use of a Self-advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities

Evaluating the Use of a Self-advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities
Author: Amy L. Schelling
Publisher:
Total Pages: 294
Release: 2010
Genre: Autonomy (Psychology)
ISBN:
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The purpose of this strudy was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at the time the study was conducted. A multiple baseline across participants and across settings design was applied to determine the effects of instruction on students' use of a self-advocacy strategy before and after the instructional period and across settings. Use and generalization of a self-advocacy strategy was measured across two separate conference meeting settings. Additionally, use and maintenance of behaviors related to self-advocacy were measured across the special and general education classroom settings. The data presented in the study shows that secondary students with a mild cognitive disability learned a self-advocacy strategy and were able to demonstrate use of the strategy across settings.

Teaching Self-determination to Students with Disabilities

Teaching Self-determination to Students with Disabilities
Author: Michael L. Wehmeyer
Publisher:
Total Pages: 388
Release: 1998
Genre: Education
ISBN:
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This teacher-friendly resource offers a variety of instructional strategies for teaching students the specific skills they need for more satisfactory, self-directed lives--skills like: - assertiveness - goal setting - self-advocacy - self-management - decision making - problem solving - self-awareness Practicing and prospective educators will find objectives and key terms at the beginning of each chapter and vignettes and case studies sprinkled throughout, making the book an ideal text. This is an invaluable resource for meeting IDEA 1997 requirements while motivating high school students with disabilities to prepare for successful transitions to adulthood.

Preparing Students with Disabilities to Self-advocate for Favorable Post School Outcomes

Preparing Students with Disabilities to Self-advocate for Favorable Post School Outcomes
Author: Leigh Wittmeyer Gruber
Publisher:
Total Pages: 158
Release: 2016
Genre:
ISBN:
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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.

Effects of a Self-advocacy Intervention on the Ability of High School Students with High Incidence Disabilities to Advocate for Academic Accommodations

Effects of a Self-advocacy Intervention on the Ability of High School Students with High Incidence Disabilities to Advocate for Academic Accommodations
Author: Nancy J. Lopez
Publisher:
Total Pages: 220
Release: 2016
Genre:
ISBN: 9781369188349
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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.

A Study of Self-advocacy Among Students with Learning Disabilities at SJSU

A Study of Self-advocacy Among Students with Learning Disabilities at SJSU
Author: Steven M. Russler
Publisher:
Total Pages: 74
Release: 2010
Genre: College students with disabilities
ISBN:
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As an underserved group, students with disabilities have seen greater numbers participate in post-secondary education than ever before. Research has shown this same population as having lower completion rates at the post-secondary education level than students without disabilities. As education becomes more connected to one's occupational career, it becomes more important to understand the expierence of students with disabilities in post-secondary education. Noting a common approach in the study of disabilities to overlook individual demographics, this research explored the experience of individual students, with a specific focus on students with learning or non-visible disabilities. Using social constructionist theories, this research explored how students' demographics and environmental influences affected the use of self-advocacy as a tool to succeed in higher education. Having discovered patterns in the analysis correlating gender and ethnicity to the use of self-advocacy, this research discusses the need for a greater awareness of the individual within the disability paradigm. Findings from this study can be utilized to assist those providing accommodations and services to students with disabilities at all levels of education, particularly university faculty, staff, and professors, and will ultimately benefit future students with disabilities.

A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities

A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities
Author: Heather Heap
Publisher:
Total Pages: 169
Release: 2013
Genre: Learning disabled children
ISBN:
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This qualitative study identified four educators' perceptions and their implementation of teaching advocacy to students with disabilities within a public secondary educational setting. Federal mandates, such as Public Law 94-142, requested educators including administrators, counselors, special educators, and general educators to help facilitate self advocacy skills in the public educational setting. Using observations, comprehensive interviews, and available documentation, this collective case study identified four educators' experiences (an administrator, a counselor, a special educator, and a general educator) in developing student self advocacy as it pertains to the educators' perceived role in working with students with disabilities. This study identified their perceptions of effective student self advocacy while describing their own actions and behaviors that promoted the skill. Prior research defined the framework, terminology, strategies, and usefulness from educator perceptions about the implementation of self advocacy. Still, there was insufficient research on how educators in different roles define, perceive, and facilitate self advocacy practices within a public secondary setting. This research addressed four specific participants' time preparation, implementation, and reflection as it pertained to teaching self advocacy. Data analysis included open and axial coding, natural generalizations, and data reduction to identify emerging themes, patterns, and relationships relevant to the perceptions of self advocacy from these participants.