Self advocacy: Empowering elementary students with special needs to be successful across the school environment.

摘要

This qualitative study examines the effects of teaching self-advocacy skills to students with special needs in order to promote successful outcomes in the school environment. Three students who participated in a resource room pullout program were taught selected self-advocacy skills through direct instruction, modeling, and practice. An attempt was made to establish a school environment where the students' self-advocacy skills were acknowledged enthusiastically and supported. Following an intervention period of seven months, observable increases in student success across the school environment were found in two of the three focal students.