The influences of four urban, learning disabled students', sense of self-efficacy from participation in a self-advocacy unit of study.

摘要

Research indicates that required implementation of post secondary planning for learning disabled students is best supported with the inclusion of self advocacy education. Although literature identifies the benefits of self advocacy education upon a student's sense of self efficacy, little is known on effective practices in the urban school setting, which gave purpose to this study. Based on Bandura's social cognitive theory that one must have a sense of self efficacy to produce desired results, the research question framed the examination of any influences of personal self efficacy among four African American, learning-disabled, urban students, when presented with a self-advocacy unit. Data for this qualitative case study was collected through semi structured interviews, observations, and field notes which were segmented, coded and then categorized. Using a triangulated method and member checking, a constant comparative analysis allowed data to be inductively analyzed for themes and relational patterns. The results of the study revealed that the four student's perceptions of their own skills and capabilities towards postsecondary planning depended largely on the following factors: prior experience and education, collaborative efforts of their parents and teachers, and by barriers and challenges facing them within their school career. Results also indicated that by participating in the unit of study, students gained self-knowledge and a sense of commitment towards postsecondary planning. Social change and implications for urban, learning-disabled students are boundless; improved graduation rates, employment, and a commitment to plan for their futures.