EMPOWERMENT THROUGH SELF-ADVOCACY: FOSTERING INCLUSIVE EDUCATION FOR YOUNG ADOLESCENTS WITH MILD TO MODERATE SUPPORT NEEDS

Autor(i)

  • Yeunjoo Lee PhD, Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA
  • Danyel Diane Dahlen MA, Delano Union School District, Delano, California, USA
  • Sarana Eyire Roberts PhD, Assistant Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA

DOI:

https://doi.org/10.46827/ejse.v11i2.5883

Ključne riječi:

self-advocacy, young adolescents, mild to moderate support needs, accommodations, communication

Sažetak

This study investigated the effects of a teacher-led six-week intervention designed to improve the self-advocacy skills of students with mild to moderate support needs. The intervention was delivered through multiple methods, including role modeling, explicit instruction, sentence scripts, and class discussion. Pre-intervention data showed that participants had a limited understanding of their IEPs, infrequent communication with teachers, and minimal engagement in requesting accommodations. After the implementation of the intervention, significant improvements were observed, with 90% of participants requesting accommodations and communicating regularly with teachers. Additionally, there was an increase in student behaviors in setting academic goals and reflecting on their self-advocacy behaviors. The participants also improved their academic performance in general education classrooms following the intervention. These findings underscore the potential of self-advocacy intervention to empower young adolescents to engage more effectively with their educational plans and achieve positive academic outcomes in the future. Recommendations for future research are provided.

 

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Biografije autora

  • Yeunjoo Lee, PhD, Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA

    Yeunjoo Lee (PhD) is a Professor of Special Education at California State University, Bakersfield. Her research focuses on teacher education, educational/assistive technology, multicultural education, and online learning and teaching. She received her doctoral degree in Early Childhood Special Education and two master’s degrees in Special Education and Therapeutic Recreation from the University of Georgia. She has taught classes on autism, assistive technology, research design, assessments, and extensive support needs. 

  • Danyel Diane Dahlen, MA, Delano Union School District, Delano, California, USA

    Danyel Diane Dahlen (MA) is a special education teacher in the Delano Union School District.  She holds a Multiple Subject Credential and an Education Specialist Credential, which she earned at California State University,  Bakersfield. She earned her master’s degree in special education from California State University, Bakersfield. She has taught classes on early childhood development, adulthood, and aging at CSUB.

  • Sarana Eyire Roberts, PhD, Assistant Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA

    Sarana Eyire Roberts (PhD) is an Assistant Professor of Special Education at California State University, Bakersfield. Her research focuses on teacher preparation, literacy, multicultural education, and online learning and teaching. She received her doctoral degree in Special Education with an emphasis in reading difficulties and multicultural education, as well as a mild to moderate Educational Specialist credential at the University of California, Riverside. She has taught classes on curriculum and instruction, research design, foundations in special education and mild to moderate support needs.

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Preuzimanja

Objavljeno

2025-03-13

Broj časopisa

Svezak 11 Br. 2 (2025)

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