Evaluating the use of a self-advocacy strategy as a means of improving progress in the general curriculum for individuals with cognitive disabilities | Posted on:2011-09-30 | Degree:Ed.D | Type:Dissertation | University:Western Michigan University | Candidate:Schelling, Amy L | Full Text:PDF | GTID:1447390002964175 | Subject:Education | Abstract/Summary: | | The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at the time the study was conducted.;A multiple baseline across participants and across settings design was applied to determine the effects of instruction on students' use of a self-advocacy strategy before and after the instructional period and across settings. Use and generalization of a self-advocacy strategy was measured across two separate conference meeting settings. Additionally, use and maintenance of behaviors related to self-advocacy were measured across the special and general education classroom settings.;The data presented in the study shows that secondary students with a mild cognitive disability learned a self-advocacy strategy and were able to demonstrate use of the strategy across settings. | Keywords/Search Tags: | Self-advocacy strategy, Cognitive, Education, Across, General | | Related items |
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