Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study took an exploratory look into the perceptions of special education students and participating teachers in the use of self-advocacy skills in the general education classroom. A sample group of 5 mild to moderate high school graduation diploma track students with Learning Disabilities participated in a systematic self-advocacy training. After students practiced the self- advocacy skills in the real class setting, qualitative data was collected in the form of interviews, questionnaires and a focus group. Themes were discovered pertaining to the positive changes these students made, the ongoing challenges these students continue to face and strategies to improve self-advocacy behavior in the future.

Comments

Thesis (M.A.) Teacher Education Department

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