How self-advocacy strategies help students with 'invisible disabilities' flourish beyond high school.
This exploratory pilot of innovative support for college-age students with invisible disabilities investigated the effects of a seven-week self-advocacy intervention. A multiple methods approach was utilized to investigate the effect of a self-advocacy instructional intervention on six college-aged...
| Publicado en: | Journal of Human Behavior in the Social Environment Vol. 34; no. 8; pp. 1193 - 1221 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov/Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180554666&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180554666 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10911359 3XW jtl: Journal of Human Behavior in the Social Environment issn: 10911359 maglogo: N pubinfo: dt: Nov/Dec2024 vid: 34 iid: 8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180554666 171917562 180554666 180554666 10.1080/10911359.2023.2251554 180554666 ppf: 1193 ppct: 28 formats: fmt: – @attributes: type: T db: hlh ui: 180554666 – @attributes: type: P db: hlh ui: 180554666 tig: atl: How self-advocacy strategies help students with 'invisible disabilities' flourish beyond high school. aug: au: Roper, Lynn D. affil: School of Education and Social Work, Cedarville University, Cedarville, Ohio, USA sug: subj: Self-Advocacy Education Students, High School Student Experiences Children with Disabilities Learning Disorders Attention Deficit Hyperactivity Disorder Learning Environment Self Concept Evaluation Outcomes of Education Psychosocial Intervention Human Male Female Child Adolescence Pilot Studies Semi-Structured Interview Exploratory Research Pretest-Posttest Design Questionnaires Thematic Analysis Life Experiences Family Support Child: 6-12 years Adolescent: 13-18 years Male Female ab: This exploratory pilot of innovative support for college-age students with invisible disabilities investigated the effects of a seven-week self-advocacy intervention. A multiple methods approach was utilized to investigate the effect of a self-advocacy instructional intervention on six college-aged students with LD and/or ADHD abilities to advocate with their college professors and understand their disability. The data were collected via semi-structured pre/post interviews, pretest/posttest questionnaires on self-advocacy components, and pretest/posttest role-play sessions requesting accommodations from a professor. Findings revealed that the early disability experiences in K-12 shaped the participants' capacities to learn and demonstrate self-advocacy skills. Four main themes emerged from the stories and lived experiences of six college students with LD and/or ADHD: (a) interactions between family support and educational experiences; (b) self-advocacy knowledge; (c) self-advocacy experiences; and (d) perceived benefits of the intervention. Students found the intervention helpful in supporting future self-advocacy behavior. The findings from this study can be used as a starting point for future investigations and to support findings from other studies. Future research could include extending this study, however, conducting it with first-year students or students newly identified, beginning the first week of classes fall semester. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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