Teaching High School Students With Disabilities to Advocate for Academic Accommodations

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with d...

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Bibliographic Details
Published in:The Journal of special education 2020-11, Vol.54 (3), p.146-156
Main Authors: Lopez, Nancy J., Uphold, Nicole M., Douglas, Karen H., Freeman-Green, Shaqwana
Format: Article
Language:English
Subjects:
Ability
Academic Accommodations (Disabilities)
Academic achievement
Advocacy
Conflict Resolution
Curricula
General education
Grade 10
Grade 11
Grade 9
Handicapped accessibility
High School Students
Inclusion
Intervention
Program Effectiveness
Role Playing
Secondary school students
Secondary schools
Self Advocacy
Self Determination
Skill Development
Students with Disabilities
Teaching
Training
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Summary:One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466919892955