Self-Advocacy as a Goal for Education

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dc.contributor.advisorIsraelite, Neita
dc.contributor.authorChoi, Eugenie
dc.date.accessioned2018-01-24T18:39:30Z
dc.date.available2018-01-24T18:39:30Z
dc.date.issued2015-08-19
dc.description.abstractThis research project reviews selected literature on self-advocacy instruction to highlight (a) its importance as a focus for education and (b) the barriers towards its implementation. Several studies have recognized that the transition from high school to PSE presents a series of challenges for students with disabilities (e.g., Madaus, 2005; Eckes & Ochoa, 2005). Results of research, however, associate self-advocacy skills with better transitions into PSE and adult life by students with disabilities (Norton, 1997; Roessler, Brown, & Rumrill; 1998; Satcher, 1995). A salient barrier towards self-advocacy education is a lack of sufficient training in preservice education. This paper concludes with recommendations for the development of such training and implications for educational research.en
dc.identifier.citationMajor Research Paper (Master's), Faculty of Education, York University
dc.identifier.urihttp://hdl.handle.net/10315/34204
dc.language.isoenen_US
dc.rights.uriThe copyright for the paper content remains with the author.*
dc.subjectSelf-Advocacyen_US
dc.subjectEducationen_US
dc.subjectHigh Schoolen_US
dc.subjectDisabilitiesen_US
dc.titleSelf-Advocacy as a Goal for Educationen_US
dc.typeResearch Paper

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