scholarly journals Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations

2016 ◽  
Author(s):  
Nancy J. Lopez
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy ◽  
High Incidence ◽  
High Incidence Disabilities

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

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.

A College Entrance Essay Exam Intervention for Students With High-Incidence Disabilities and Struggling Writers

2020 ◽  
pp. 073194872091776
Author(s):  
Amber B. Ray ◽  
Steve Graham
Keyword(s):  
High School ◽  
High School Students ◽  
Strategy Development ◽  
Future Research ◽  
Struggling Writers ◽  
School Students ◽  
College Entrance ◽  
Written Text ◽  
High Incidence ◽  
High Incidence Disabilities

High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students’ performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment ( N = 10) or control ( N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.

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