DOI

10.17077/etd.tn0587k4

Document Type

Dissertation

Date of Degree

Spring 2018

Access Restrictions

Access restricted until 07/03/2020

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Suzanne Woods-Groves

First Committee Member

Allison Leigh Bruhn

Second Committee Member

Shawn Datchuk

Third Committee Member

Youjia Hua

Fourth Committee Member

Stewart W. Ehly

Abstract

This study examined the effects of the Self-Advocacy Strategy delivered via the CD (i.e., SACD) on self-advocacy skills of fifteen middle school students with mild and moderate disabilities. A pre-/and posttest experimental design with random assignment to treatment or wait-list control groups was employed to investigate changes in student participation and level of self-determination post-intervention. The SACD instruction addressed essential self-advocacy skills, including knowledge of self and communication. Results showed significant differences in favor of the treatment group when compared with the wait-list control group concerning student participation, as measured by student responses to a set of 10 IEP related questions. In addition, generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, for the majority of students in the treatment group in informal educational meetings with their special educators. The results provide additional support for the use of SACD to teach self-advocacy and active student participation in the IEP process to middle school students with disabilities.

Keywords

IEPs, instruction in IEP participation, middle school students with disabilities, self-advocacy, self-advocacy instruction, self-determination

Pages

x, 148 pages

Bibliography

Includes bibliographical references (pages 108-120).

Copyright

Copyright © 2018 Orsolya Kinga Balint Langel

Available for download on Friday, July 03, 2020

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