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Requesting classroom accommodations: Self-advocacy and conflict resolution training for college students with disabilities
Abstract
The purpose of this study was to evaluate the effects of an eight-hour training program in self-advocacy and conflict resolution skills designed to help college students with disabilities request classroom accommodations. Conducted in two and four-year postsecondary settings, the study involved 50 students with disabilities certified by their institutions as needing classroom accommodations. Results supported the multivariate hypotheses that the treatment group would exceed the control group in (a) acquired levels of self-advocacy and conflict resolution behaviors, (b) general knowledge of rights and responsibilities for academic accommodations, (c) levels of accommodation requesting and conflict resolution self-efficacy, and (d) levels of social competence.
... One intervention used to teach self-advocacy skills to SWD transitioning to postsecondary education is the Self-Advocacy and Conflict Resolution (SACR) Training (Rumrill, Palmer, Roessler, & Brown, 1999). SACR is a two-part module: Module I: Self-Advocacy Skills is comprised of 19 targeted self-advocacy behaviors (e.g., greeting, disclosure, solution) explicitly taught through seven scripted lesson plans (including modeling and role-play) designed to teach SWD how to appropriately request academic accommodations (Palmer & Roessler, 2000). Module II: Conflict Resolution Skills is comprised of seven scripted lessons, incorporating nine target behaviors, designed to help students resolve conflicts that might arise when implementing accommodations (Palmer & Roessler, 2000). ...
... SACR is a two-part module: Module I: Self-Advocacy Skills is comprised of 19 targeted self-advocacy behaviors (e.g., greeting, disclosure, solution) explicitly taught through seven scripted lesson plans (including modeling and role-play) designed to teach SWD how to appropriately request academic accommodations (Palmer & Roessler, 2000). Module II: Conflict Resolution Skills is comprised of seven scripted lessons, incorporating nine target behaviors, designed to help students resolve conflicts that might arise when implementing accommodations (Palmer & Roessler, 2000). See Tables 2 and 3 for a list of the original lessons to teach SACR target behaviors and Table 3 which depicts the sequence of the lessons used in the current study, examples, and the corresponding lesson. ...
... Research has shown SACR instruction to be an effective intervention to improve students' ability to request accommodations. First, Palmer and Roessler (2000) conducted a quasi-experimental, posttest only control group design, to study the effects of SACR on 50 SWD attending postsecondary institutions (two community colleges and two universities). SACR training covered the 24 target behaviors (for a list of the 24 target behaviors, see Table 2) of selfadvocacy and conflict resolution and took 8 hr to complete; training was delivered in small groups. ...
For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.
... Self-advocacy skills necessary to succeed in academics beyond high school also require interactions with the campus and campus community. College students can learn these essential skills through brief interventions such as training (Palmer & Roessler, 2000;Summers, White, Zhang, & Gordon, 2014;White et al., 2014). ...
... For some students, the abundance of supports provided during secondary education can reduce their responsibilities that limit opportunities to self-advocate, make decisions, and develop self-awareness of strengths and needs (Field et al., 2003;Izzo & Lamb, 2003). When students with disabilities transition into college, they become responsible for the identification and documentation of disability, as well as requests for accommodations (e.g., Banks, 2014;Field et al., 2003;Garrison-Wade, 2012;Palmer & Roessler, 2000;Oertle & Bragg, 2014), tasks for which many students may be unprepared or not prepared at all. Students with underdeveloped self-determination skills and little opportunities for practice during high school can be highly uncomfortable and lack confidence in postsecondary education settings. ...
... Self-determined professionals with personal and professional goals should be involved in creating policies and procedures that encourage problem solving and collaborative decision making (e.g., Field et al., 2003;Garrison-Wade, 2012;Garrison-Wade, & Lehmann, 2009;Getzel, 2008;Oertle & Bragg, 2014). Parents and professionals can promote self-advocacy and self-determination by offering students with disabilities opportunities for choice so that students can learn to take responsibility for decisions and actions (Field et al., 2003;Palmer & Roessler, 2000;Summers et al., 2014). Increasing the level of positive, clear communication between students and teachers, faculty, or other professionals positively affects students' comfort in expressing themselves, asking for accommodations, and taking risks (Field et al., 2003;Getzel, 2008). ...
Increasing numbers of individuals with disabilities are pursuing postsecondary education and training to assist them in achieving satisfying careers and sustainable earnings. Unfortunately, students with disabilities face numerous challenges leading to less than desirable college completion outcomes, with lower rates than their peers without disabilities. As a result of this disparity, there is a growing interest in the factors predicting academic success for students with disabilities. The purpose of this study was to examine modifiable factors (i.e., peer support, disability services, faculty teaching, campus climate, and self-advocacy) as potential predictors of higher academic performance for college students with disabilities. Three hundred and twenty-five students with disabilities from three large universities completed an online survey and participated in this study. Findings indicated that only one modifiable factor: self-advocacy, predicts higher grade point average. Implications for secondary and postsecondary professionals are discussed.
... (Brinckerhoff, 1996;Brinckerhoff et aI., 2002;Kincaid, 2004; U.S. Department of Education, Office of Civil Rights, July 2002). 7 In addition, research indicates that students' college academic standing, without regard for the disabilities themselves, are in jeopardy when students do not confidently and competently communicate their needs by exercising self-advocacy skills (Bradshaw, 2001;Brinckerhoff et aI., 2002;Fichten & Goodrick, 1990;Lock & Dayton, 2001;Lynch & Gussel, 1996; Palmer & Roessler, 2000;Skinner, 1998). Furthermore, longitudinal research indicates that students who have poor interpersonal and social skills often do not remain in college (Astin, 1984;Brinckerhoff, 1993Brinckerhoff, , 1994Brinckerhoff et aI., 2002;Dey et aI., 1991;Janiga & Costenbader, 2002; Pascarella & Terenzini, 1991;Terenzini & Pascarella, 1977;Tinto, 1987;Wolf, 2001.) ...
... This latest phase, from the late 1980's to the present, continues to enlighten the public about disabilities. Reauthorized and new legislation promotes understanding, ongoing research, and innovative programs while guaranteeing accommodations that encourage high school graduation and promote college attendance for those who qualifY (Bashir, Goldhammer & Bigaj, 2000;Brinckerhoff et al., 2002;Ganschow, Phillips & Schneider, 2001;Hicks-Coolick & Kurtz, 1997;Lerner, 2003;Lynch & Gussel, 1996;Palmer & Roessler, 2000;Skinner, 1998;Smith et al., 2002;Thoma et al., 2002). New legislation has encouraged students with disabilities (SWD) to become independent through education. ...
... Brinckerhoff et al., (2002), Field, Sarver, & Shaw, (2003), and Vogel, (1992; are nationally known professionals in the college LD field whose work since the mid-90's reflect this self-advocacy and/or selfdetermination phraseology, often in conjunction with a discussion of expected proficiencies or suggested behaviors that may assist this at-risk college population to reach their academic goals (see also, Bashir et al., 2000;Durlak & Rose, 1994;Field, 1996;Skinner, 1998;Smith et al., 2002;Thoma et al., 2002). Effective self-advocacy is not only linked to self-determination, but also to social competence and communication skills (Bashir et al., 2000;Coolick & Gause, 1998;Field, Sarver, & Shaw, 2003;Goldhammer & Brinckerhoff, 1993;Hicks-Coolick & Kurtz, 1997;Palmer & Roessler, 2000;Pocock, Lambros, Karvonen, Test, Algozzine, Wood, & Martin, 2002;Skinner, 1998;Vogel, 1997). The topic of transition planning for life after high school is also frequently linked to social skills. ...
This attrition research investigated the social aspect of two independent variables, introversion and self-advocacy, and explored whether they functioned as a concomitant unit to reliably predict end-of-year attrition rates for college freshmen with learning disabilities. The Myers-Briggs Type Indicator categorized subjects dichotomously as introverts or extraverts while the Tucker Self-Advocacy Tool used a continuous scale to indicate the degree of self-advocacy each subject exhibited.
Several statistical procedures facilitated this correlational study: the Fisher's Exact Test compared the percentage of dropouts between the introvert and extrovert groups while a two-sample t-test compared the average self-advocacy score between the group that dropped out and the group that did not dropout. Binomial multivariate logistic regression allowed investigation of the subjects' self-advocacy scores, after adjusting for personality, and whether they might predict attrition for college freshmen with learning disabilities.
Three hypotheses, tested at the .05 confidence level, yielded insignificant statistical results, indicating that non self-advocacy and introversion may not be accurate predictors of attrition for college freshmen who are learning disabled. However, 93% of the extraverts in the study registered for their sophomore year, compared to only 66% of the introverts who re-enrolled. Therefore, further investigation may be warranted with a larger sample size, in the event that the small sample size (n = 20) of this study influenced the failure to find statistically significant results.
... This intervention, the Self-Advocacy and Conflict Resolution (SACR; Rumrill et al., 1999) training program, was initially developed for college students. In studies with college students (e.g., Palmer & Roessler, 2000;Roessler et al., 1998;Walker & Test, 2011), findings have indicated improvements in the students' abilities to request accommodations. Specifically, Walker and Test (2011) evaluated the effects of this intervention on the ability of three African American college students to request academic accommodations during role-plays. ...
... Several factors may have enhanced the accommodations request process. First, findings from the current study, as well as previous studies promoting the acquisition of selfadvocacy skills (i.e., Holzberg et al., 2019;Palmer & Roessler, 2000;Roessler et al., 1998;Walker & Test, 2011), support the implementation of explicit instructional practices (e.g., modeling, repeated skills practice, feedback, and role-plays) to enhance the ability of students to request accommodations. Next, the acquisition of effective communication skills is essential to the self-advocacy process (Test et al., 2005). ...
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.
... Social and emotional development encompasses a broad spectrum of abilities and skills such as self-awareness and knowledge, abilities to set and achieve goals, and adaptability to changes in the external environment while maintaining self-efficacy (Castro & Clyde, 2018). In addition to academic benefits, higher education has the potential to increase gains in self-determination (Getzel, 2014;Palmer & Roessler, 2000;Walker & Test;. Self-determination includes personal or interpersonal skills such as acceptance of a disability and how it affects learning, an understanding of support services needed, knowledge of how to describe one's disability and the need for specific accommodations and having the determination to overcome existing obstacles (Getzel & Thoma, 2008). ...
... Higher accommodation request rates among PWDs with a master's degree or higher could be as a result of higher education, especially professional and doctoral training, which facilitates students' career exploration and conceptualization, development of self-knowledge in relation to strengths and weaknesses, and decision-making skills (Herr et al., 2004). The higher accommodations request rates among PWDs with a master's degree or higher could also be attributed to exposure to self-advocacy, self-determination training related to accommodation request in higher education, especially within professional and doctoral training (Palmer & Roessler, 2000;Walker & Test;. ...
Workplace accommodation requests and pertinent psychological and social factors were compared among a national sample of 528 participants recruited from multiple organizations serving people with disabilities. For the purpose of statistical analyses, the sample was grouped into three education levels (i.e., graduate degree or higher, associate or bachelor's degree, and high school degree or less). Participants with a high school degree or less were less likely to request accommodations compared to the other two groups. Participants with a high-school degree or less were less likely to request assistive technology, telework, physical alteration of office and/or work environment, and assistance by others. Participants with a master's degree or higher reported significantly higher levels of willingness to request accommodations than other participants. Participants with a master's degree or higher reported a significantly higher level of self-efficacy in requesting accommodations than the other two groups. Statistically significant differences were found among the three groups on self-efficacy in goal setting, knowledge of ADA, and knowledge of accommodations. Implications for rehabilitation counselors and transition professionals are discussed.
... Many researchers have focused on how university students with disabilities perceive their interactions with instructors (Cornett-DeVito & Worley, 2005;Frymier & Wanzer, 2003), how faculty perceive students with disabilities and their accommodations (Bento, 1996;Murray, Flannery, & Wren, 2008;Murray, Wren, & Keys, 2008), and how students can advocate for themselves in higher education (Palmer & Roessler, 2000;Roberts, Ju, & Zhang, 2016;Test, Fowler, Wood, Brewer, & Eddy, 2005). However, researchers have yet to identify what information instructors need to proactively meet student accommodations. ...
... If a university student needing an accommodation receives a negative reaction from an instructor, the student is less likely to disclose the disability again (Hartman-Hall & Haaga, 2002). Skills taught to enhance self-disclosure include teaching college students to understand their rights and responsibilities, conflict resolution skills (Palmer & Roessler, 2000), knowledge of their disabilities, and leadership skills (Roberts et al., 2016;Test et al., 2005). Problematically, while there are many studies that intend to determine effective models of self-disclosure, none of these models consider how instructors respond to student self-disclosure. ...
p>The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.</p
... The results from this study indicate that the benefits of increased self-advocacy skills extend beyond that of improved grade point averages to the social factors of improved belonging and satisfaction. In one of the few self-advocacy studies to consider the social context of requesting accommodations, social competence was defined as skills and behaviors that are needed to navigate everyday life (Palmer & Roessler, 2000). Murray et al. (2014) found that low self-advocacy was a key differentiating characteristic among students who were "poorly adjusted" to college, whereas Daly-Cano, Vaccarro, and Newman (2015) found through student narratives that self-advocacy was a key skill utilized in the college adjustment phase and was often learned through family interactions as well as in early educational experiences. ...
... Drawing from the current findings along with that of previous research (e.g., Conley, 2007, Palmer & Roessler, 2000Tinto, 2001), it appears that postsecondary education retention strategies must go beyond those that offer formal academic accommodations to students with disabilities to strategies that incorporate self-advocacy and social factors, because college retention appears to be dependent on more than academic success alone. ...
A significant body of research on student retention reflects that social and environmental factors influence continued enrollment in postsecondary education and academic success. Yet, for students with disabilities, more emphasis is placed on accommodations, access, and support services without sufficient attention to the social aspect of the student experience. In this study, we investigated belonging as a primary contributor to student satisfaction and examined the degree to which other social factors modified this relationship among a sample of students with disabilities attending public, 4-year universities. A higher sense of belonging was associated with greater student satisfaction in our sample. Through multiple mediation modeling, we found that selfadvocacy and perception of the campus climate toward students with disabilities independently modified the relationship between belonging and student satisfaction. These results have important implications for understanding the influence of belonging and student satisfaction, and supporting and retaining students with disabilities.
... Interventions to enhance self-advocacy have been described for individuals with various disabilities and health conditions (e.g., developmental disabilities, learning disabilities, mental illness, cancer), as well as for parents and families of such individuals (Berzins & Morel, 2009;Curtin et al., 2008;Dawson, n.d.;Kissel, 2006;Test, Fowler, Wood, Brewer, & Eddy, 2005). Several studies within those populations have shown evidence that selfadvocacy training targeting the acquisition of self-advocacy beliefs, knowledge, and skills can result in improved self-advocacy behaviors (Palmer & Roessler, 2000;Phillips, 1990;Roessler, Brown, & Rumrill, 1998). However, there is a paucity of research regarding personal self-advocacy interventions for individuals with ABI. ...
... The initial motivation for this project was the desire for outcome measures for a personal self-advocacy intervention study. These measures were developed on the basis of a comprehensive review of the disability advocacy literature (Dawson, n.d.;Degeneffe et al., 2011;Fiedler & Danneker, 2007;Foster et al., 2012;Glang et al., 2007;Hawley, 2008;Hibbard et al., 2002;Kissel, 2006;Malec et al., 2010;Man, 1998Man, , 1999Man, Soong, Tam, Hui-Chan, 2006;Merchant & Gajar, 1997;National Mental Health Consumer's Self-Help Clearinghouse, n.d.;Palmer & Roessler, 2000;Phillips, 1990;Powers, Sowers, & Stevens, 1995;Roberts, Ju, & Zhang, 2016;Roessler et al., 1998;Rotondi, Sinkule, & Spring, 2005;Szymanski, 2007;Test et al., 2005;Wehmeyer & Schwartz, 1997;Zimmerman & Warschausky, 1998) and the clinical experience of the lead author. Initial draft items on these scales corresponded with four components of a personal self-advocacy intervention that was developed by the lead author: (a) taking care of oneself (physically and emotionally) so that one can carry out the tasks of self-advocacy, (b) gathering information and resources, (c) organizing and preparing, and (d) communicating and negotiating assertively (Hawley, 2008). ...
Purpose/objective:
The purpose of this study was to evaluate the psychometric properties of 2 novel measures assessing personal advocacy, self-efficacy and personal advocacy activities in individuals with acquired brain injury (ABI).
Design:
This was an instrument development study using (a) expert panel review with a content validity index, (b) consumer survey, and (c) Rasch analysis. Participants were adults (N = 162) with ABI recruited through a community survey.
Main outcome measure:
Participants completed the Self-Advocacy Scale (SAS) and the Personal Advocacy Activity Scale (PAAS).
Results:
Using Rasch analysis to inform instrument development, after modification on the basis of item response theory analysis, the SAS, a measure of advocacy self-efficacy, was found to be unidimensional with an eigenvalue of 1.6, exhibited monotonicity, and had an item reliability of 0.97. Similarly, the PAAS, a measure of advocacy activity, was found to exhibit monotonicity, is unidimensional (eigenvalue of 1.7) and had an item reliability of 0.97. Both measures demonstrated concurrent validity, because they were significantly correlated with other established measures of related constructs and with each other. A separation reliability of 0.97 (real not model) for both the SAS and PAAS suggests that items will likely hold their relative positions in a similar sample.
Conclusions:
This study supported the PAAS and the SAS as reliable and valid measures of personal advocacy activity and associated self-efficacy in individuals post-ABI. (PsycINFO Database Record
... 29). Palmer and Roessler (2000) cited McFall (1982) and others in defining social competence as "a wide range of social skills, behavioral competencies, and coping behaviors that enable an individual to deal effectively with the demands of everyday living" (p. 40). ...
... A control group was used in 10 of the direct intervention studies, with 8 of 10 claiming more positive outcomes for the intervention group. For example, Palmer and Roessler (2000) recruited 50 college students with any type of disability from both community colleges and universities in multiple regions of the country to participate in an 8-hr training program in self-advocacy and conflict resolution skills. After recruitment, 24 of the participants were randomly assigned to the treatment group and 26 to the control group. ...
The ability to effectively manage social interactions is key to achieving many life goals. A substantial amount of research has been conducted in rehabilitation counseling and rehabilitation psychology that includes a consideration of some aspect of social effectiveness. The purpose of this study was to collect and synthesize the past 30 years of rehabilitation counseling and rehabilitation psychology research addressing aspects of social effectiveness. A total of 13 terms (e.g., interpersonal skills, social competence, social functioning, and soft skills) were used to search six of the most prominent rehabilitation counseling and rehabilitation psychology journals from the period January 1982 to May 2013. A total of 608 articles were identified as including at least one of the search terms, with 175 using a search term prominently and the other 433 only passively. Social skills, social functioning, and social competence were among the most frequently used search terms, accounting for almost 90% of all used terms. It was found that social effectiveness constructs were rarely defined and often used interchangeably. Twenty-nine interventions studies had been published in the 30-year period. Results reflect a substantial and useful body of literature in this area of research while also conveying an opportunity for the development of a more systematic, unified, and theory-driven approach to understanding and addressing aspects of social effectiveness.
... Sağkal'ın (2011) çalışmasında da elde edilen bulgulara göre, barış eğitiminin altıncı sınıf öğrencilerinin saldırganlık eğilimlerinin azalmasında ve empati düzeylerinin artmasında etkili bir program olduğu belirlenmiştir. Bunların yanı sıra birçok çalışmada BEP'in öğrencilerin iletişim ve problem çözme becerileri, öfke yönetimi, karar ve yapıcı çatışma çözme becerilerinin kazanılması konusunda etkili olabileceği ortaya konmuştur (Harris, 2003;Lane-Garon ve Richardson, 2003;Martin ve diğerleri, 2002;Mutluoğlu ve Serin, 2012;Palmer ve Roessler, 2001;Stevahn, 2004;Tapan, 2006). Ayrıca, ebeveynlerde barış hakkında olumlu duygu ve düşüncelerin geliştiğine ilişkin sonuçlar bildirilmiştir (Kadivar, 2007;Spears, 2004). ...
... Dolayısıyla, tüm bu bulgulara dayanarak, barış eğitiminin yedinci sınıf öğrencilerinin etkili çatışma çözme ve iletişim becerileri düzeylerinin artmasında etkili bir program olduğu sonucuna varılmıştır. Araştırmada elde edilen tüm bu bulgular etkili iletişim becerileri geliştirmek ve kazandırmak amacıyla uygulanan iletişim becerileri ve barış eğitim programlarının etkisini inceleyen araştırma bulgularını destekler niteliktedir (Danesh, 2006;Danesh ve Clarck-Habibi, 2008;Harris, 2003;Lane-Garon ve Richardson, 2003;Martin ve diğerleri, 2002;Maxwell ve diğerleri, 2004;Mutluoğlu ve Serin, 2012;Palmer ve Roessler, 2001;Sağkal, 2011;Sertel ve diğerleri, 2004;Stevahn, 2004;Tapan, 2006). Ayrıca, bulgular programın öğrencilerin barış hakkında olumlu duygu ve düşüncelerini geliştirme konusunda etkili olduğunu ortaya koymuştur (Kadivar, 2007;Maxwell ve diğerleri, 2004;Spears, 2004). ...
This study aimed to investigate the effect of Peace Education Program (PEP) on the conflict resolution and communication skills of seventh grade students. Pretest-posttest control group quasi-experimental design has been used in this research and 70 students were randomly chosen and were placed in experimental and control groups. PEP, involving 12 session was implemented in one academic semester for experimental group. Before and after training, Scale of Determine the Conflict Resolution Behaviors and Scale of Communication Skills have been applied for two groups. Also, three month after the teaching of PEP, follow-up measurement was administered. Data analysis was achieved through Covariance statistical test and showed that PEP training had been effective on the conflict resolution and communication skills of students.
... Requesting accommodations is a necessary step towards actually receiving accommodations. In a study of 50 college students with disabilities, Palmer and Roessler (2000) investigated the effects of eight hours of self-advocacy and conflict resolution training. Participants completed measures and were audiotaped in a role play requesting accommodations. ...
... Services, however, often target skills and strategies for students to use (Rath & Royer, 2001). Over time, when such skills and strategies are applied, students tend to be more successful (Palmer & Roessler, 2000;Reis et al, 2000). There is also a difference between developing skills and actually using those skills. ...
... Programs in postsecondary settings have been developed to teach self-advocacy skills to ensure success of their disabled population. One such program is examined by Palmer and Rossler (2000). The purpose of the current study was to assess the effects of the Self-Advocacy and Conflict Resolution Training (SACR) program. ...
... The results showed that the program improved the self-advocacy behaviors, conflict resolution behaviors, knowledge acquisition of the student's disability, request of self-efficacy, conflict resolution in terms of self-efficacy, and social competence of the experiment group. Palmer and Rossler (2000) showed one major contribution to previous research. The study depicted that by implementing the SACR program; students with disabilities can show an increase in self-advocacy, conflict resolution, knowledge of their disability, self-efficacy skills, and social competence. ...
... This finding is important, given systemic differences between high school and college settings and the demands placed on students with disabilities to advocate for their own needs in postsecondary environments. Palmer & Roessler (2000) developed and implemented a self-advocacy curriculum (i.e., Self-Advocacy and Conflict Resolution [SACR]) for college students with disabilities, which is designed to teach students to make accommodation requests and to resolve conflicts with faculty. This curriculum includes a series of brief, sequenced lessons with role play opportunities related to making introductions, disclosure, discussing solutions and resources with faculty, clarifying agreements, and summarizing meetings. ...
... This curriculum includes a series of brief, sequenced lessons with role play opportunities related to making introductions, disclosure, discussing solutions and resources with faculty, clarifying agreements, and summarizing meetings. Although initial findings regarding the effectiveness of SARC are promising (Palmer & Roessler, 2000), additional research on building self-advocacy among postsecondary students with disabilities is needed. ...
The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students’ self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or highly adjusted) but were overrepresented in the poorly adjusted profile. Follow-up analyses conducted to explore skills and processes associated with adjustment status indicated that students in the poorly adjusted group had significantly lower self-efficacy, self-advocacy, family support, and perceptions of campus climate than did students in the average and highly adjusted groups. Adjustment profiles did not differ on several other theoretically relevant variables, including time spent studying, high school GPA, disability supports, and financial stress. The implications of these findings for secondary special education teachers, university disability support personnel, and postsecondary students with disabilities are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
... Several studies have demonstrated students' ability to use self-advocacy skills when requesting accommodations in an academic setting (Lamb, 2004;Palmer & Roessler, 2000). For example, Lamb conducted a qualitative study to examine the development of students' self-determination and selfadvocacy skills in a "College Success Class." ...
... Findings from the current study are consistent with previous research using SACR with college students with disabilities demonstrating that college students with learning disabilities can acquire the self-advocacy skills to request academic accommodations (Palmer & Roessler, 2000;Roessler, Brown, & Rumrill, 1998). This study also extends the current literature by (a) focusing on an ethnically diverse (African American) population, (b) demonstrating skill generalization to an in vivo situation with each student's instructor, and (c) collecting social validity data from students, a faculty panel, and the director of DSS. ...
Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities.
... Based on the 51 (76.12%) publications that did provide a range, the full age range of all studies reviewed was 5-68 years old. The greatest age range within a single study was 18-58 years old, with this study having a mean participant age of 33.8 years (Palmer & Roessler, 2000). Some studies (34; 66.7%) exclusively used participants at or below age 20, and one study (Martin et al., 2006) gave a low end of a range estimate (12 years), but not a firm upper range value (saying participants were "18 + "). ...
Self-advocacy is an effective means of attaining required accommodations and services for adults with developmental disabilities. Previous reviews exist on related topics but have not been comprehensive or specific to the act of teaching self-advocacy skills. The purpose of this review is to begin to fill this gap by identifying studies that have taught self-advocacy skills to this and similar populations through the deployment of a PRISMA-style literature review. A total of 67 publications were identified and coded for several variables including participant age and diagnoses, training methods, setting, duration, target behaviors, reports of generalization, maintenance, and social validity, and research design and quality. The results are summarized with suggestions for future research on this important topic.
... Research has demonstrated SACR instruction has resulted in students' improved ability to request academic accommodations. For example, Palmer and Roessler (2000) used a quasi-experimental, posttestonly control group design to evaluate the effects of SACR instruction on 50 SWD attending postsecondary institutions. Results indicated selfadvocacy and conflict resolution behavior scores for the treatment group were statistically significantly higher than the control group. ...
Students with disabilities, transitioning to postsecondary education, must actively access their accommodations. Self-advocacy has been identified as a crucial skill for students with disabilities in accessing accommodations (Janinga & Costenbader, 2002; Test et al., 2005). This study examined the effects of Self-Advocacy and Conflict Resolution (SACR; Rumrill et al., 1999) instruction delivered in a university Communication/Speaking Center by a consultant. Results indicated a functional relation between SACR instruction and students’ ability to request academic accommodations from their instructors.
... , çatışma çözme ve akranlar arası arabuluculuk eğitim programının, akran çatışmalarını çözmede olumlu çatışma çözme becerilerinin kazanılmasına yönelik etkisini inceledikleri çalışmada, deney grubundaki ergenlerin olumlu çatışma çözme becerilerinde gözlenen anlamlı artışın uygulanan çatışma çözme eğitimi programından kaynaklandığını ifade etmiştir.Araştırma sonucunda elde edilen veriler, ilköğretim öğrencileri için(Ateş, 2014; Sadri- Damirchi ve Bilge, 2014; Kutlu ve Bedel, 2019), lise öğrencileri için(Çetinkaya, 2013; Kabasakal vd., 2015; Burgos-Cienfuegos, et al., 2015) ve yükseköğrenim öğrencileri için(Palmer and Roessler 2000; Uysal ve Bayık, 2009; Türnüklü vd., 2010) hazırlanan ve olumlu çatışma çözme becerilerini geliştirmeye yönelik olan eğitim programlarını inceleyen diğer araştırma bulguları ile benzerlik göstermektedir. Araştırmada uygulanan çatışma yönetme eğitim programı; ergenlerin çatışma ve çatışma çözme konuları hakkında teorik bilgiyi öğrenmelerini, davranışlarının farkında olma, öfke duygularını kontrol edebilme, etkili iletişim becerileri kazanma, çatışma çözmede kullanılan stratejileri öğrenerek yaşadıkları sorunlar karşısında olumlu ve alternatif problem çözme stratejilerini kullanabilme becerilerini geliştirecek içerikte hazırlanmış bir programdır. ...
... The findings in this study are consistent with previous research about the SACR (Rumrill et al., 1999) with college students with SLD (Palmer & Roessler, 2000;Roessler et al., 1998;Walker & Test, 2011). The current study, however, is the first to use this self-advocacy intervention with high school students with SLD. ...
Self‐advocacy is an important skill, especially as students transition from high school to postsecondary settings. In this study, five high‐school students with specific learning disabilities (SLD) were taught to use a self‐advocacy intervention to learn to request academic accommodations. A multiple‐baseline across participants design was used to examine the functional relation between the intervention and students’ performance. Students learned the self‐advocacy intervention, consisting of 17 target behaviors, during after‐school sessions across approximately 6 weeks. Based on the visual analysis and percentage of nonoverlapping data, there was strong evidence of a functional relation between the self‐advocacy intervention and an increase in participants’ performance for requesting academic accommodations during role‐play scenarios. Participants maintained self‐advocacy skills 2 weeks after mastery and generalized accommodation requests with other school‐based personnel. Social validity data indicated that participants valued the intervention. Implications for practitioners are discussed for transition and self‐advocacy skills as well as future research opportunities.
... College athletes who are better educated about concussion are more likely to report their injury and to receive accommodations (Acord-Vira et al., 2019), so that knowledge again plays a critical role in how students request and receive support following injury. In students with disabilities more generally, knowledge of students' rights and processes to receive accommodations are also important contributors to successfully requesting accommodations from professors (Palmer & Roessler, 2000). That students in this study specifically described benefiting from the knowledge of peers, professionals, or professors to manage the accommodations process fits with the complexity of this process and speaks to the potential of a peer mentoring program to meet this need. ...
Purpose
College students with concussion are often ill-equipped to manage their health and learning needs, and college campuses are slow to react. We present the development of a peer mentoring program for college students with concussion: Success in College after Concussion with Effective Student Supports (SUCCESS), focusing on the process by which student needs and preferences drove development of the program for testing.
Method
Principles of person-centered design were used to guide program development, engaging stakeholders at each stage of development and resulting in the intervention package presented to student participants here. A series of interviews and focus groups with 11 students with concussion addressed student needs after concussion, student perceptions of the role of peers in recovery, and feedback on program development.
Results
Findings indicate students have limited knowledge about concussion, and concussion impacts extend beyond school, although students are most concerned about their studies. Students reported struggling to communicate with professors and find resources on campus to aid in their reentry to learning. Regarding peer mentoring, students report benefiting from hearing about other's successes and sharing personal narratives of injury and recovery. Students reported high acceptability of a peer mentoring program, both for psychosocial support and access to resources.
Conclusions
College students with concussion have unmet needs as they return to learn. The SUCCESS peer mentoring program is highly acceptable to students, who report that they would expect such a program to be engaging and to meet their needs. The program's impact on student academic and psychosocial outcomes should be investigated through comparative efficacy trials.
... Ideally, student-veterans also should receive guidance on how to approach professors regarding both the request for and the implementation of the approved reasonable accommodations. 15 Counselors at the institution should offer this guidance and help veterans select the appropriate accommodations. ...
The health belief model guides health care providers in their conversations with post-9/11 veterans moving from the role of soldier to student.
... Other research suggests students may downplay the impact of the problem when disclosing to faculty, negotiate accommodations with faculty, and heavily script their disclosure to suit their level of comfort with disclosing details. 25 Self-advocacy training may be valuable in preparing students for the required, and potentially stressful, interactions with faculty about accommodations. 26,27 Overall, research on this topic suggests the decision to disclose a mental health problem is complex and can be influenced by the perceived reaction of faculty. ...
Objective:
To explore, in two studies, student experiences with disclosing diagnosed and undiagnosed mental health problems to faculty, staff, and peers. Participants: Participants for both studies were college students at two 4-year public universities. Study 1 was conducted in June 2016 and Study 2 in August 2017. Methods: In Study 1, participants had a formal diagnosis of a mental health condition, were registered for accommodations, and completed semi-structured interviews (n = 6). In Study 2, participants (n = 66) were mostly non-diagnosed and completed an online survey. Results: Study 1 interviews were coded for interactions with faculty (52% positive, 40% negative), staff (100% positive), and peers (31% positive, 54% negative). In Study 2, participants reported better experiences disclosing to peers than faculty. Disclosure experience varied by type of mental health problem. Conclusions: Collaboration across campus and community agencies will better support students with diagnosed and undiagnosed mental health problems.
... Students with disabilities can still experience the negative effects of the stigma related to social marginalization. This can lead (Palmer & Roessler, 2000). ...
The number of students with disabilities who attend college is increasing, however, many of them are not completing their degree program (Fleming, Plotner & Oertle, 2017). Many students with disabilities are not socially prepared to attend college. They may struggle with developing relationships with peers and faculty, which leads to a lack of feeling supported (Herts et al., 2014). There are a variety of perceptions regarding individuals with disabilities from peers and faculty that can negatively impact students with disabilities in college (Baker, Boland & Nowik, 2012). Students with disabilities do have a legal right to receive accommodations at the college level, however, many students are not aware of those rights or choose not to implement them. Colleges/universities and faculty need to be a support system for students with disabilities. They need to be proactive in being informed about the law and the types of accommodations they can provide. Students with disabilities can be successful in college if everyone works together to set them up for success.
... Students with disabilities can still experience the negative effects of the stigma related to social marginalization. This can lead (Palmer & Roessler, 2000). ...
... they have unique assets and challenges in relation to others. Most of the summarized research on disability focuses on the experiences of students with physical disabilities in the college environment (Cortés, Hollis, Amick, & Katz, 2002;Gelbar, Madaus, Lombardi, Fagella-Luby, & Dukes, 2015;Gilson & Dymond, 2012;Madaus, 2011;Palmer & Roessler, 2000;Papasotiriou & Windle, 2012), which has generated a fragmented vision and approach regarding disability in reasearch, as well as in intervention. However, the current tendency since 2010 is focusing on the whole population with disability, instead of impairments separately (Gelbar et al., 2015). ...
The purpose of this systematic review was to identify the studies carried out through time referring to the quality of life of university students with disabilities, instruments used to measure it, as well as the setting where those were applied. The search was done through EBSCO, SAGE Journals, SCOPUS, and RedALyC databases, and studies from 1994 to 2016 were found. Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) and quality assessment were used in the 6 selected papers. Studies reveal quality of life and higher education students with disabilities are a scarcely studied coupling which generates invisibility in academic terms.
... Training students how to selfadvocate can improve sense of belonging by signaling to students with disabilities they are in an environment that fully supports their needs. A small group workshop on how to advocate for accommodations was found to significantly improve student's ability to request fulfillment of their needs (Palmer & Roessler, 2000). The workshop consists of modeling and then practicing how to introduce oneself, propose a solution, identify resources, agree on a plan of action, and close with verification of what is agreed upon and a positive statement of appreciation. ...
Engagement with diverse perspectives helps individuals learn more deeply and broadly. Diversity can include not only race and ethnicity, but also language, religion, ideology, physical ability, culture, cognitive ability, socioeconomic status, age, gender, and sexual orientation. Since much instruction is designed for groups of students with individual strengths and weaknesses, it is a challenge to be responsive to diversity in educationally sound ways. This column introduces important insights from educational psychology on how to use diversity to enhance critical thinking, help make students feel at home in their learning environment, encourage learners to challenge assumptions, and design instruction to meet diverse students’ needs.
... There is little work looking at mediation for issues related to disability. One study trained enrolled students with disabilities in self-advocacy and conflict resolution, finding the training to be useful and valuable for students and staff (Palmer and Roessler 2000). ...
This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more ‘autism-friendly’. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students.
... While disability service staff describe their role as acting on a student's behalf to ensure participation or to encourage independence, our findings suggest that disability services also need to enable students to develop the necessary knowledge and skills to more effectively self-advocate in a tertiary study environment. Advocacy skills training and an increased awareness of disability rights and power can equip students with the knowledge and skills so that they can effectively negotiate the implementation of reasonable adjustments with teaching staff for themselves (Palmer and Roessler 2000;Walker and Test 2011;White et al. 2014). ...
Access to education is a right for all students. This right is typically realised through the provision of disability support and reasonable adjustments to enable tertiary students with disabilities to participate on an equal footing with their peers. This paper presents perspectives of disability service staff and students about implementing and using reasonable adjustments. Data were collected at 2 tertiary institutions in Australia through interviews with 25 students with disabilities and 7 disability service staff. Data were thematically analysed. The complexity of and variability in the processes of negotiating and implementing disability support were identified as an overarching theme in the data. These processes involved engaging multiple parties. The task of negotiating reasonable adjustments is used to illustrate some of the complexities inherent in supporting students with disabilities. These findings challenge existing assumptions that support is easily accessible and simply provided. They highlight the complexity of using reasonable adjustments, and the tendency for this to be seen as a student responsibility. Finally, the findings imply that disability services need to reorient from a focus on care and concern towards a rights orientation and foster students’ skills in self-advocacy to better enable them to negotiate without disadvantage.
... Enhancing an individual's belief in the potentially positive consequences of their actions (OE) can be indirectly achieved by addressing self-advocacy skills (e.g., Palmer & Roessler, 2000;Pennell, 2001;Test, Fowler, Wood, Brewer, & Eddy, 2005) or the social justice competency (Frank & Bellini, 2005) that improve the capacity to identify and address unique disability needs and suggest or negotiate for services and supports to ameliorate their impact on performance. Self-advocacy skills training also includes awareness of individual rights under the ADA as well as specific steps and strategies required to invoke these rights. ...
The purpose of this study was to examine the impacts of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations among people with disabilities (PWDs). Seven-hundred and 14 adults with disabilities participated in an online survey study. This study used structural equation modeling to examine the impact of self-efficacy, outcome expectancy, and positive affect on intentions to request workplace accommodations. The results showed that self-efficacy, outcome expectancy, and positive affect accounted for 55.1% of the variance in accommodation request intentions. Accommodation request is a complex process that involves cognitive and affective factors for individuals with disabilities. Rehabilitation professionals need to help PWDs boost their level of self-efficacy and outcome expectancy by engaging in accommodation request and goal-setting skills training. In addition, rehabilitation professionals should assist PWDs to recognize the significance of positive affect in the process of accommodation request. (PsycINFO Database Record
... Yet coordinators of special services for students with disabilities at colleges identified students' preparation for self-advocacy as the greatest weakness (Janiga & Costenbader, 2002). Palmer and Roessler (2000) assert that students with disabilities should be given training on self-advocacy (as well as conflict resolution). ...
The present chapter provides a detailed insight into the challenges faced by higher education institutions across the globe in providing education to students with disabilities. The chapter examines the enrolment pattern of these learners and how this varies with the nature and kind of disabilities. It also identifies the factors that affect the academic success of these learners and suggests measures that can enhance enrollment of learners with special needs.
... As noted, only two of the 81 studies (2.5%) used group designs to test interventions and only one study met the criteria to be considered a randomized control trial. One explored the use of a computer-based educational center on students' academic achievement (Shell, Horn, & Severs, 1988) while the other was a randomized control trial investigating the effect of self-advocacy and conflict resolution training on students' requests for accommodations (Palmer & Roessler, 2000). The sample in the latter study was composed primarily of individuals with physical disabilities. ...
Programs for college students with physical disabilities began in the immediate post-war period, as veterans with disabilities were the “vanguard” disability group in higher education. However, while veterans with physical disabilities were the beginning of the postsecondary disability field, the discipline currently focuses on students with many and varied disability types in both its research and practice. This article presents a secondary analysis, which was part of a larger systematic review of the postsecondary disability literature. The present article focuses on studies including at least one participant with a physical disability. In total eighty studies had at least one student with a physical disability. Two of these studies were experimental and only one of these two met the criteria to be a randomized control trial. A minority of studies was composed solely of college students with physical disabilities.
... Black, Smith, Chang, Harding, and Stodden (2002) found that 4-year postsecondary institutions, as compared with those of 2-year postsecondary institutions, were significantly lower in outreach services for students with disabilities such as connecting with high school counselors or transition coordinators, special education teachers, rehabilitation professionals, and parent and family organizations. Students and their families should be informed about differences of instructional and legal mandates between secondary and postsecondary education settings, so expectations will be clear, and attention should be given to the development of necessary skills such as appropriate disclosure, identifying needs, conflict resolution, and self-advocacy (Palmer & Roessler, 2000), especially for students with a psychological disability. Disability support professionals in secondary and postsecondary educational institutions need to be updated about the outcomes of studies like this, and inform their students accordingly. ...
This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS were more likely to demonstrate improved academic performance, but relatively few students sought such support. The authors discussed the implications for professionals in working with this population.
... Die Self-Advocacy kann auch erfolgreich erlernt werden, wie eine Interventionsstudie von Palmer/Roessler (2000) zur Wirksamkeit eines Trainings zu Selbstvertretungs-und Konfliktlösestrategien für Studierende mit Behinderung zeigt. Das Training bestand aus einem Modul zum theoretischen Hintergrundwissen und einem Modul zu Konfliktlösestrategien. Zur Überprüfung der Wirksamkeit des Trainings wurden 50 Studierende mit gesundheitlichen Beeinträchtigungen randomisiert entweder der Kontrollgruppe (n = 26) oder der Interventionsgruppe (n = 24) zugeteilt. ...
... As result of these proactive activities, college students with disabilities can learn how to advocate for accommodations and develop other social skills. Palmer and Roessler (2000) have studied the effects of conflict resolution and a self-advocacy intervention on the complex social skills necessary for students with disabilities when asking for accommodations from faculty members. The researchers concluded that when counselors intervened in the decision-making process and required students to make appointments with instructors to communicate their need of accommodation, the students advocated more effectively their intentions and desires. ...
Accommodating students with disabilities may influence their academic performance. This study investigates the effects of accommodations on grade point average (GPA) by examining a sample of 1,248 students from the Office of Disability Services at the Pennsylvania State University. The results showed the significant influence that both test accommodation, specifically extension of time and modification of materials, and course accommodation, specifically assignment accommodation, had on overall GPA while controlling demographic variables and types of disability. The authors also discuss the significance, limitations, and implications of such results.
... Career Development for Exceptional Individuals 34 (2) have the capacity to (a) provide all students with individu ally tailored career advice; (b) provide professional devel opment to STEM teachers, familiarizing them with dif ferent accommodations available to individuals with different types of disabilities; and (c) ensure that students with dis abilities develop selfadvocacy skills before entering col lege. Selfadvocacy is a critical factor leading to the success of students with disabilities at the postsecondary level (Sahlen & Lehmann, 2006;Goldhammer & Brinckerhoff, 1993;Lynch & Gussel, 1996;Palmer & Roessler, 2000;Roessler, Brown, & Rumrill, 1998). ...
The author examined enrollment differences at postsecondary institutions between students with and without disabilities in science, technology, engineering, and mathematics (STEM) majors to investigate the extent to which students with disabilities, compared with their counterparts, pursue highly demanded STEM careers that require postsecondary STEM degrees. Using the data extracted from the National Longitudinal Transition Study—2 and the Educational Longitudinal Study of 2002, the author uncovered three major findings: (a) Students with disabilities are more likely to select STEM majors in college than are students without disabilities, (b) substantially more students with disabilities enroll in STEM majors at 2-year colleges than do students without disabilities, and (c) for both cohorts, the enrollment proportion of female students is significantly lower than that of male students in STEM majors. These comparison analyses signify the importance of different learning processes and career advising tailored to the needs of different individuals.
... Counselors could review this printed resource with employees with MS to help them develop approaches to identifying and presenting accommodation needs and options to their supervisors and employers. Social skill interventions are also available to teach people with MS specific accommodation requesting and negotiation strategies (e.g., Palmer & Roessler, 2000). In response to what researchers have referred to as the " veneer " of employer acceptance of workers with disabilities (Hernandez et al., 2000), counselors can perform a valuable role through their efforts to influence employer attitudes and stereotypes. ...
Because employment is a significant predictor of the quality of life of people with disabilities (Rumrill, Roessler, & Fitzgerald, 2004; Viermo & Krause, 1998), discrimination in the workplace that interferes with successful job acquisition or retention is a serious matter. Unfortunately, this type of discrimination is all too prevalent. In a survey conducted by the National Organization on Disability (National Organization on Disability, 2004), one in five employed individuals with disabilities reported that they experienced discrimination in their efforts to work. This finding of one in five workers with disabilities translates into substantial numbers of Americans who do not have fair access to employment opportunities. For example, estimates based on data from the U.S. Census Bureau (Head & Baker, 2005) indicate that approximately 50 million Americans of workforce age have disabilities.
This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relation between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.
This study examined the relationship between acceptance of disability, perceived stigma of students on a college campus and adaptation to college for students with disabilities. One hundred forty-five surveys were collected from student participants via the disability support services offices at sixteen colleges or universities in the northeast and mid-west United States. The results of a hierarchical multiple regression analysis revealed two statistically significant relationships, students with a higher level of acceptance of disability were more adapted to college, and higher GPA was associated with less adaptation to college. The exploratory test of mediation revealed that the relationship between acceptance of disability and adaptation to college was significantly mediated by perception of stigma on a college campus. The implications for higher education support services and recommendations for future research are discussed.
The literature on postsecondary students with disabilities stresses the importance of self-determination skills on the college experiences and outcomes of these students. However, the theoretical framework undergirding much of this research emerged largely from the K–12 special education literature, and differs from the Self-Determination Theory used more commonly with respect to college students in general. Thus, this article systematically reviews the literature regarding trends and instruments developed for measuring self-determination for these students. One hundred articles met the study’s inclusion criteria and most publications were descriptive in nature, with only nine testing the efficacy of interventions. A variety of definitions of self-determination with varying components and assessment measures were employed in the studies examined. Notably, all of these definitions were developed for secondary students and are now being applied in postsecondary settings. Implications of the findings for student affairs research and practice are discussed.
Although college students with disabilities (SWD) represent 19% of all college students and most often access postsecondary education most often via community colleges, there is a paucity of information about topics related to SWD in community colleges in professional journals. Moreover, there is even less information in journals specific to community colleges. This study presents the results of a systematic analysis of the published, data-based research on SWD, and community/two-year colleges from 1951 to 2017. In total, 133 articles met the study’s inclusion criteria, with the vast majority of these published in non-community college specific journals, and only 40 that contained information on samples of community college students with disabilities. Research that tested interventions specific to SWD or that examined the roles of faculty/staff in working with SWD was also limited. Suggestions for future research are presented.
Deaf and hard of hearing students (SDHH) attending higher education institutions face several challenges and barriers in their academic access, which impede their participation during lectures, and their learning. In order to deal with these barriers, SDHH need to self-advocate. SDHH with self-advocacy skills are the ones who are aware of their needs; they communicate their needs and ask for supporting services in a positive and assertive manner. The aim of this chapter is to describe the role of self-advocacy in the communication and academic access of SDHH and point out the importance of early self-advocacy intervention in enabling children who are deaf or hard of hearing to develop self-advocacy skills before higher education.
The purpose of this dissertation is to study training methods for students with disabilities in college acting courses. Although more than 19% of Americans live with some form of documented disability, this is a minority that is virtually non-existent on stage and screen. Able-bodied actors play nearly all of the available roles, a practice that some consider a modern form of minstrelsy. As written, the few characters seen often reflect outdated disability models, perpetuating stereotypes that can be reductive and harmful. There is a troublesome lack of authenticity in writing and casting. One of the many reasons for this lack of visibility may be related to a disproportionately low number of trained actors with disabilities in the professional market. This research addresses the barriers that students with disabilities face when they seek actor training in higher education.
An extensive survey of existing literature addresses primary and secondary questions. A series of interviews reveals many positive practices that can contribute to a more welcoming and inclusive actor training program. Well-known instructors of acting, voice, and movement share wisdom earned from decades of experience. Actors with disabilities that have worked professionally and completed an actor training program provide valuable insight by sharing class experiences and personal challenges, information which may prove useful for future instructors and students. These interviews gather some valuable perspectives on a largely unexplored topic.
Some strategies that have been uncovered include ways to adapt popular acting, voice, speech, and movement pedagogies for the greatest variety of students, ways to effectively communicate with college students with disabilities, and responsible strategies for portraying disability identity during in class scene work. Some of these findings reflect the principles of Universal Design for Learning, which can be useful in practice-‐based theatre courses.
Transition postsecondary education programs for students with intellectual disabilities create supported environments to help students with intellectual and developmental disabilities transition from high school to gainful employment and independent living. In effort to be inclusive, transition programs often include an option for students to audit undergraduate courses. In order to explore the experiences of audit classroom instructors hosting an audit student, the current study conducted semi-structured interviews with nine faculty members who hosted an audit student. Thematic analysis yielded themes, which included overall experience, preparedness, suggestions for future, and uncertainty, describing the preparation for and experience of hosting an audit student as well as feedback for the program.
Introduction: Headache is among the first three most prevalent disorders with a wide treatment gap due to barriers in help seeking. Headache has been associated with disability. However, the relationship of barriers to help-seeking and disability are unexplored.
Aim: To find out the barriers to help seeking and its relationship with headache related disability in patients with headache.
Materials and Methods: In this hospital based cross-sectional study, 200 consecutive subjects with headache attending a tertiary care centre were recruited as per selection criteria and assessed with Sociodemographic & Clinical Proforma, Mini International Neuropsychiatric Interview (MINI), Barriers to Help Seeking Scale (BHSS), The Henry Ford Hospital Headache Disability Inventory (HDI).
Results: High mean score was observed on BHSS subscale need for control and self reliance (19.45; SD ±9.66) and minimizing problem and resignation (10.02; SD ±6.98). Mean score on the HDI was 25.65 (SD ± 14.09). Socioeconomic status of the patient was statistically significant and positively associated with need
for control and self reliance (p=0.035), concrete barriers and distrust of care givers (p=0.039), emotional control (p=0.005), and privacy (p=0.002). Occupational status had significant association with need for control and self-reliance (p=0.01), minimizing problem and resignation (p=0.033), and emotional control (p=0.006). Score on hospital headache disability inventory significantly predicted the value of score on concrete
barriers and distrust of caregivers domain of HDI (p=0.001).
Conclusion: Autonomy and under estimation of seriousness of headache are common barriers to help seeking. Pattern of help seeking barriers may vary with socio-economic status and occupational status, while disability varies with gender and severity of headache. Headache associated disability is positively associated with concrete barriers.
Federal laws supporting the rights of students with disabilities to access postsecondary education have helped to
facilitate a significant increase in the number of individuals with disabilities enrolling in postsecondary institutions.
The rate at which these students complete their education, however, continues to lag behind the rate of students who do not have disabilities. This conceptual paper reviews the literature to provide an overview of the supports offered to students with disabilities in postsecondary settings as well as barriers and gaps in that support. Primary gaps include the lack of tools for Disability Support Services staff to use in providing appropriate training to students to enhance their ability to self-advocate for accommodations. The authors then present a conceptual framework for and a description of a training curriculum that is intended to address these gaps. The training includes an online, interactive tutorial that offers knowledge about rights, procedures for accessing accommodations, and a self-assessment for students to learn about appropriate accommodations to meet their individualized needs.
In order to enter traditional 4 year college programs, most students with disabilities will need to perform on the standardized entrance exams such as the Scholastic Aptitude Test (SAT). The purpose of this paper is to describe ways to identify accommodations and prepare for these exams in order to attain scores which will maximize performance.
The purpose of this study was to determine whether postsecondary students with learning disabilities (LD) and/or Attention Deficit Disorder (ADD) experienced a differential increase in end-of-term grades when they used academic accommodations required by the Americans with Disabilities Act (ADA), with verbal Scholastic Aptitude Test (SAT) scores serving as a baseline predictor. There is little empirical evidence to confirm or refute the effectiveness of accommodations for postsecondary students with LD and/or ADD, highlighting the need for more statistical and comparative studies to clarify if these students benefit from specific ADA-related academic accommodations. In this study, students with ADD and LD plus ADD experienced a significant boost in grades after using accommodations, though there were mixed results for students with LD.
Many postsecondary educators, scholars, disability practitioners, and administrators make a common assumption that most first-time freshmen experience difficulty making the transition from high school to postsecondary education. It is also apparent from the literature that students with disabilities experience even greater degrees of difficulty during that transition process than do their counterparts without disabilities. Because of the numerous variables involved in the secondary-to-postsecondary transition for students with disabilities, there are few models or paradigms for students and other individuals involved in this process to follow. However, ample information exists in the literature as to the legal/social implications, transitional processes, and self-advocacy /conflict resolution skills to assist students and practitioners in the successful navigation of this complex and sometimes bewildering activity. These facets of transition are explored in terms of their availability, utility, and effectiveness with the ultimate goal of clarifying some of the more obscure, but significant, aspects of the transition phenomenon.
The authors used the data from the Beginning Postsecondary Students Longitudinal Study survey (BPS:04/06) to (a) examine the characteristics of the national sample of college students with disabilities and (b) identify the factors that influenced their first-to-second-year persistence in U.S. postsecondary institutions. Students with disabilities in their study display many of the characteristics that are recognized as potential risk factors for attrition in higher education. The results from chisquare tests reveal that academic and social integration and disability-related accommodations are significantly associated with first-to-second-year persistence of students with disabilities; however, when controlling for other demographic, entry, and in-college characteristics, they do not hold significant in the final logistic regression model. Among in-college characteristics, on-campus living, full-time enrollment, degree expectations, first-year GPA, and net price of attendance emerge as significant predictors of persistence of students with disabilities. Recommendations for rehabilitation counselors and disability services staff in higher education are provided.
Tested the hypothesis that self-motivation through proximal goal setting serves as an effective mechanism for cultivating competencies, self-percepts of efficacy, and intrinsic interest. 40 children (7.3–10.1 yrs of age) who exhibited gross deficits and disinterest in mathematical tasks pursued a program of self-directed learning under conditions involving either proximal subgoals, distal goals, or no goals. Results of the multifaceted assessment provide support for the superiority of proximal self-influence. Under proximal subgoals, Ss progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. Distal goals had no demonstrable effects. In addition to its other benefits, goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance. Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Multiple sclerosis (MS) is believed to impose a severely deleterious emotional impact on patients and their families. A review of the recent research literature indicates that few controlled investigations have been done to support the assumption. Recent data have indicated that two factors—functional loss (imposed by the increased physical disability produced by MS) and disease activity (exacerbation and progression of symptoms)—have been identified as contributors to increased emotional distress in MS patients. However, theoretical formulations concerning the specific mechanisms by which these or other potential determinants may produce emotional distress appear, largely, to have been ignored. Thus, this article identifies a number of fundamental conceptual and methodological issues. Potential solutions for the problems that they introduce are suggested, and a provisional model of the mechanisms involved is offered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
