Article
Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!
Inclusion
(2018)
Abstract
Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.
Keywords
- self-determination,
- self-advocacy,
- students with disabilities,
- high school,
- single-case research
Disciplines
Publication Date
September 1, 2018
DOI
10.1352/2326-6988-6.3.194
Citation Information
Valerie L. Mazzotti, Dawn A. Rowe, Jennifer C. Wall and Katie E. Bradley. "Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!" Inclusion Vol. 6 Iss. 3 (2018) p. 194 - 207 ISSN: 2326-6988 Available at: http://works.bepress.com/dawn-rowe/1/