Improving Self-advocacy Skills in Students with Specific Learning Disabilities
Author: Paige Elizabeth Markward
Publisher:
Published: 2008
Total Pages: 62
ISBN-13:
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Author: Paige Elizabeth Markward
Publisher:
Published: 2008
Total Pages: 62
ISBN-13:
DOWNLOAD EBOOKAuthor: Henry B. Reiff
Publisher: National Professional Resources Inc./Dude Publishing
Published: 2007
Total Pages: 240
ISBN-13: 9781934032060
DOWNLOAD EBOOKFilled with strategies, and resources, this book uses the author's groundbreaking research about successful adults with learning disabilities, to promote self-advocacy. This work is brimming with useful and practical information. It is easily understood and embraced by students with learning disabilities, their parents, guidance counselors, and stakeholders in the fields of both higher and special education.
Author: Michelle R. Weber
Publisher:
Published: 2011
Total Pages: 108
ISBN-13:
DOWNLOAD EBOOKAuthor: Audryn Damron
Publisher:
Published: 2015
Total Pages: 105
ISBN-13:
DOWNLOAD EBOOKThe purpose of this study was to examine the effects of explicitly teaching self-advocacy skills to three middle school students with mild/moderate disabilities by having them memorize a script and request accommodations in a training and generalization setting. The intervention components included 16 lessons comprising discussion and reflections about their disabilities and educational rights under IDEA, a four-part script and a promoting procedure. The script included (a) greeting teacher and asking if it's a good time to talk, (b) expressing concern with assignment, (c) asking for accommodation, and (d) thanking teacher. The dependent variables were (a) frequency, measured by the number of cumulative requests made over the course of the study, and (b) accuracy, measured by number of steps aligning with the pre-rehearsed script. Results, evaluated between the intervention and the dependent variables. Results suggest that special education teachers can effectively teach self-determination skills, allowing students with disabilities to self-advocate for accommodations in the general education setting. Further research is needed to confirm current findings.
Author: Lynda L. West
Publisher: Council for Exceptional Children
Published: 1999
Total Pages: 82
ISBN-13:
DOWNLOAD EBOOKThe purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters deal with: (1) defining transition and transition planning and outlining relevant legislation; (2) transition and self-advocacy, and the student's rights and responsibilities at the Individualized Education Program (IEP) meeting; (3) identification of needs and student assessment, including methods of collecting data, how to use assessment data, and types of assessment; (4) developing an individual plan for transition, focusing on targeted outcomes and roles and responsibilities of IEP team members; (5) curriculum for successful transition, including functional curriculum, daily living skills, social skills, occupational skills, and other topics; (6) support services in secondary and postsecondary settings; (7) transition planning and interagency cooperation; and (8) program evaluation and follow-up, which emphasizes the need for student follow-up as a necessary part of transition. Appendixes provide sample IEP statements, goals and objectives, suggested transition activities, and a sample IEP form. (Contains 34 references.) (CR)
Author: Stephen L. Centerrino
Publisher:
Published: 2016
Total Pages: 170
ISBN-13:
DOWNLOAD EBOOKStudents with learning disabilities continue to make advancements in their preparation for post-secondary studies and are one of the largest growing populations to enter colleges and universities. However, it is estimated that only forty percent of students with a learning disability report it to their post-secondary schools, creating difficulties for students to successfully transition to the new academic expectations. Research shows one significant reason for the lack of reporting is students' deficiency in their ability to self-advocate. The current study looks at seven high school students with identified learning disabilities, who receive special education services, to evaluate their understanding and use of self-advocacy skills in their high school setting, in their preparation for transition into post-secondary education. Through the use of the Constructivism-Interpretivism paradigm, with an inductive approach, this case study analysis produced five primary themes and ten associated sub-themes. Analysis of semi-structured interviews and artifacts reveal themes of Awareness, Security, Communication, Experiences, and Motivation. To understand how, from the perspective of the students, these themes emerged and what role they play in the students' understanding, development, and use of self-advocacy, two research questions guide the analysis: (1) How do high school students with learning disabilities view the role of the school and educators in their development and use self-advocacy skills? and (2) How do high school students with learning disabilities understand the role of self-advocacy skills in their preparation for post-secondary studies?
Author: Jennifer Susan Meglemre
Publisher:
Published: 2010
Total Pages: 396
ISBN-13:
DOWNLOAD EBOOKAuthor: Michael L. Wehmeyer
Publisher:
Published: 1998
Total Pages: 388
ISBN-13:
DOWNLOAD EBOOKThis teacher-friendly resource offers a variety of instructional strategies for teaching students the specific skills they need for more satisfactory, self-directed lives--skills like: - assertiveness - goal setting - self-advocacy - self-management - decision making - problem solving - self-awareness Practicing and prospective educators will find objectives and key terms at the beginning of each chapter and vignettes and case studies sprinkled throughout, making the book an ideal text. This is an invaluable resource for meeting IDEA 1997 requirements while motivating high school students with disabilities to prepare for successful transitions to adulthood.
Author: David Flink
Publisher: Harper Collins
Published: 2014-08-26
Total Pages: 182
ISBN-13: 0062225944
DOWNLOAD EBOOKAn innovative, comprehensive guide—the first of its kind—to help parents understand and accept learning disabilities in their children, offering tips and strategies for successfully advocating on their behalf and helping them become their own best advocates. In Thinking Differently, David Flink, the leader of Eye to Eye—a national mentoring program for students with learning and attention issues—enlarges our understanding of the learning process and offers powerful, innovative strategies for parenting, teaching, and supporting the 20 percent of students with learning disabilities. An outstanding fighter who has helped thousands of children adapt to their specific learning issues, Flink understands the needs and experiences of these children first hand. He, too, has dyslexia and ADHD. Focusing on how to arm students who think and learn differently with essential skills, including meta-cognition and self-advocacy, Flink offers real, hard advice, providing the tools to address specific problems they face—from building self-esteem and reconstructing the learning environment, to getting proper diagnoses and discovering their inner gifts. With his easy, hands-on “Step-by-Step Launchpad to Empowerment,” parents can take immediate steps to improve their children’s lives. Thinking Differently is a brilliant, compassionate work, packed with essential insights and real-world applications indispensable for parents, educators, and other professional involved with children with learning disabilities.
Author: Ana Maria Pazos-Rego
Publisher:
Published: 2002
Total Pages: 506
ISBN-13:
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