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ERIC Number: EJ1014137
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0040-0599
Promoting Self-Determination: A Model for Training Elementary Students to Self-Advocate for IEP Accommodations
Hart, Juliet E.; Brehm, Julianne
TEACHING Exceptional Children, v45 n5 p40-48 May-Jun 2013
Efforts to promote self-determination have been a principal focus of transition planning in support of students with disabilities for nearly two decades. However, research and recommendations related to self-determination have been primarily centered on promoting student participation in the IEP process and ensuring broader preparation for effective transition planning in the later school years. Beyond fruitful participation in the IEP process itself, students with disabilities who are included in general education settings require self-advocacy and communication skills in order to ensure the effective and consistent delivery of their designated IEP accommodations, which are designed to facilitate their successful acquisition of academic content and overall learning. This article describes a model for teachers to employ when training students with disabilities to self-advocate on a day-to-day basis, thereby supporting students' ability to obtain needed accommodations while also engaging school contexts with a positive sense of self-directedness, agency, and efficacy. (Contains 5 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A