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A Self-Advocacy Plan for High School Students with Learning Disabilities

A Comparative Case Study Analysis of Students', Teachers', and Parents' Perceptions of Program Effects

Patricia Phillips is a special education administrator with the East Lyme, Connecticut, school district. She received her PhD in educational leadership from The University of Connecticut in 1988 and has taught students K-12 with learning disabilities for 18 years. Address: Patricia Phillips, East Lyme High School, PO Box 210, East Lyme, CT 06333.

This qualitative study examined immediate perceived effects of a self-advocacy plan for students with learning disabilities (LD) in a 4-year comprehensive high school. The study's design was based on information-processing theory and qualitative research techniques, such as participant/observation and interviews. Subjects were 15 ninth- and tenth-grade students with LD, their parents, and their resource teachers. Participants responded to standardized open-ended interview questions upon complating the first step of the Self-Advocacy Plan. The study suggests that the Self-Advocacy Plan is an effective program increasing students' awareness of the vocational and academic services they qualify for, clarifying their perceptions of their roles as learners and individuals with LD, increasing their understanding of LD as a condition that has certain general characteristics, and developing their awareness of career and educational opportunities. The study provides suggestions for future self-advocacy research and for special educators who wish to design programs for students with LD incorporating the concepts of psychosocial development of the individual, information-processing theory, and self-advocacy.

Journal of Learning Disabilities, Vol. 23, No. 8, 466-471 (1990)
DOI: 10.1177/002221949002300803


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