Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multip...

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Published inInclusion (Washington, D.C.) Vol. 9; no. 3; pp. 225 - 240
Main Authors Brendli, Katherine R., Scott, LaRon A., Xu, Yaoying, Thoma, Colleen, Holzberg, Debra
Format Journal Article
LanguageEnglish
Published District of Columbia American Association of Intellectual & Developmental Disabilities 01.09.2021
Subjects
Academic Accommodations (Disabilities)
Advocacy
African American Children
African American Students
Behavior
Black college students
College students
Communication
Communication (Thought Transfer)
Conflict Resolution
Coronaviruses
COVID-19
Developmental disabilities
Direct Instruction
Disability
Educational Experience
Educational Facilities Improvement
Ethnicity
High School Graduates
Intellectual disabilities
Intervention
Knowledge
Learner Engagement
Medical research
Minority Group Students
Part Time Students
Post High School Guidance
Program Descriptions
Research Design
Role Playing
Self Advocacy
Self Determination
Skills
Special education
Student Participation
Students with disabilities
Success
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Summary:Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.
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ISSN:2326-6988
2326-6988
DOI:10.1352/2326-6988-9.3.225