Self-Advocacy Instruction to Teach High School Seniors with Mild Disabilities to Access Accommodations in College

Autor/inn/en	Holzberg, Debra G.; Test, David W.; Rusher, Dana E.
Titel	Self-Advocacy Instruction to Teach High School Seniors with Mild Disabilities to Access Accommodations in College
Quelle	In: Remedial and Special Education, 40 (2019) 3, S.166-176 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517752059
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Conflict solving; Konfliktlösung; Konfliktregelung; Vorkommen; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Co-operation; Kooperation; Lesson planning; Unterrichtsplanung; Schülerverhalten; Rollenspiel; Korrelation; Disability; Disabilities; Behinderung
Abstract	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. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01