ERIC Number: EJ1214950
Record Type: Journal
Publication Date: 2019-Jun
Abstractor: As Provided
Self-Advocacy Instruction to Teach High School Seniors with Mild Disabilities to Access Accommodations in College
Holzberg, Debra G.; Test, David W.; Rusher, Dana E.
Remedial and Special Education, v40 n3 p166-176 Jun 2019
For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of "Self-Advocacy and Conflict Resolution" (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between "SACR" instruction and students' ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.
Descriptors: Advocacy, High School Students, Mild Disabilities, Conflict Resolution, Incidence, Academic Accommodations (Disabilities), Teaching Methods, Higher Education, Learning Disabilities, Disclosure, Cooperation, Lesson Plans, Attention Deficit Hyperactivity Disorder, Student Attitudes, Role Playing, Correlation, Students with Disabilities
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A