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ERIC Number: ED524190
Record Type: Non-Journal
Publication Date: 2010
Pages: 210
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-2536-4
ISSN: N/A
Teaching Self-Advocacy Skills to Middle School Students with Learning Disabilities
Meglemre, Jennifer Susan
ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles
Students with learning disabilities are entering postsecondary education in larger numbers, yet many lacks the self-advocacy skills needed to access services available to them. Explicit instruction in self-advocacy must begin in time for students to practice these skills before leaving high school. Currently, too many students with learning disabilities do not understand the nature of their disability or how it affects their learning. Although students may know that they receive help from special education teachers, they do not realize that accommodations are their legal rights. Fewer still are willing to discuss their disabilities with peers and teachers. A self-advocacy curriculum was field tested with 20 eighth grade students with learning disabilities. The students were given a questionnaire before and after the treatment and the results were compared to a control group of 18 eighth graders with learning disabilities. The students' questionnaires were also compared to their Individualized Education Programs (IEP) in order to determine accuracy of self-knowledge. The students in the study were observed in their transition meetings to the high school for evidence of self-advocacy skills and increased participation. The two teachers who implemented the curriculum were interviewed at the end of the study. Students in the control group and treatment group had surprising little understanding of their learning disabilities. Although the treatment teachers reported that students felt more comfortable talking about their disabilities in class as a result of the curriculum, the questionnaires did not show a significant difference in comfort talking about their disabilities. The treatment teachers admitted reluctance to discussing learning disabilities with their students without the curriculum and the adults in the transition meetings rarely mentioned learning disabilities. However, there was a significant difference in the ability of students in the treatment group to describe their disability in the transition meetings as a result of an essay they wrote as a part of the curriculum and read at the meeting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A