Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Self-advocacy for students with disabilities.

Article Excerpt
Abstract

This article will address specific self-advocacy curricula and strategies that can be effectively taught to students at the secondary level in special education. Definitions and the need for self-advocacy training for secondary students with disabilities will be discussed. In addition, research-based effective programs are reviewed and presented to assist secondary students in becoming better self-advocates.

Introduction

Self-advocacy has become an integral part of many special education programs. Self-advocacy, through the implementation of self-determination, self-awareness, and IEP involvement is an essential components of the educational experience for secondary students in special education. A growing body of literature has been published on self-advocacy in order to make students successful in developing the vital self-advocacy skills that are needed for success in the secondary classroom (Ellis, Deshler, Lenz, Schumaker, & Clark, 1991; Lancaster, Schumaker, & Deshler, 2002; Martin & Marshall, 1995; Rabideau & Pierson, 2001; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000; Zhang, 2001). The terminal goal for self-advocacy is to enable both general and special education students to have the opportunity for a smoother transition into post-secondary education and into the work force. This article will explore self-advocacy strategies and curriculum in an effort to empower students with and without disabilities in academic and vocational settings.

Self-advocacy and self-determination are terms that are frequently interchanged within the literature. The power to make choices that reflect personal preferences, interests, and values, to take the degree of control over one's life that is desired, and the liberty to develop a vision for the future are all aspects of self-advocacy and self-determination (Abery, 1994). Knight and Davis (1987) defined self-advocacy as the power to choose and pursue one's own interest and desires to direct one's own destiny. Simply stated, an advocate is a person who takes up the cause of another person for the good of that person. Therefore, effective self-advocates will take on their own cause for the good of themselves. Students with disabilities must be given the skills to be strong self-advocates to be successful in secondary classrooms.

Federal legislation warrants the need for self-advocacy programs for people with disabilities. The Rehabilitation Act of 1997 states...