The Effects of Self-Advocacy and Conflict Resolution Instruction on the Ability of College Students with Hidden Disabilities to Request and Negotiate Academic Accommodations

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Holzberg, D. (2017). The Effects of Self-Advocacy and Conflict Resolution Instruction on the Ability of College Students with Hidden Disabilities to Request and Negotiate Academic Accommodations. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

According to the National Center for Education Statistics (Raue & Lewis, 2011), students with disabilities (SWD) attend postsecondary education at rates similar to their peers without disabilities. However, graduation rates from postsecondary educational settings for SWD are disparate from those of their counterparts without disabilities. Survey data from the National Longitudinal Transition Study - 2 (2011) indicated 89.9% of SWD articulated a goal to complete postsecondary education; but, only 40.7% achieved their goal. Changes in the way students access academic accommodations in postsecondary education pose additional challenges during the transition from secondary to postsecondary educational settings. Recent studies (e.g., Rowe et al. [2014] and Test et al. [2009]) identified self-advocacy as a predictor of success in postsecondary education. Janiga and Costenbader (2002) noted the need to teach self-advocacy skills to SWD, before they matriculate to college, so they are better able to access accommodations. The purpose of this study was to evaluate the effect of Self-advocacy and Conflict Resolution (SACR) instruction on the ability of four college students with hidden disabilities (e.g., anxiety, attention deficit hyperactivity disorder, autism spectrum disorder, and depression) to request and negotiate academic accommodations in role-play and in-situ conditions. Results indicated a functional relation between SACR instruction and students’ ability to request and negotiate accommodations in role-play situation and in students’ ability to request accommodations in the in-situ condition. Social validity data indicated students and instructors felt the instruction was socially valid. Implications for practice and suggestions for future research are offered.

Details
Author

Holzberg, Debra

Title

The Effects of Self-Advocacy and Conflict Resolution Instruction on the Ability of College Students with Hidden Disabilities to Request and Negotiate Academic Accommodations

Physical Description

1 online resource (179 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

According to the National Center for Education Statistics (Raue & Lewis, 2011), students with disabilities (SWD) attend postsecondary education at rates similar to their peers without disabilities. However, graduation rates from postsecondary educational settings for SWD are disparate from those of their counterparts without disabilities. Survey data from the National Longitudinal Transition Study - 2 (2011) indicated 89.9% of SWD articulated a goal to complete postsecondary education; but, only 40.7% achieved their goal. Changes in the way students access academic accommodations in postsecondary education pose additional challenges during the transition from secondary to postsecondary educational settings. Recent studies (e.g., Rowe et al. [2014] and Test et al. [2009]) identified self-advocacy as a predictor of success in postsecondary education. Janiga and Costenbader (2002) noted the need to teach self-advocacy skills to SWD, before they matriculate to college, so they are better able to access accommodations. The purpose of this study was to evaluate the effect of Self-advocacy and Conflict Resolution (SACR) instruction on the ability of four college students with hidden disabilities (e.g., anxiety, attention deficit hyperactivity disorder, autism spectrum disorder, and depression) to request and negotiate academic accommodations in role-play and in-situ conditions. Results indicated a functional relation between SACR instruction and students’ ability to request and negotiate accommodations in role-play situation and in students’ ability to request accommodations in the in-situ condition. Social validity data indicated students and instructors felt the instruction was socially valid. Implications for practice and suggestions for future research are offered.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Academic Accommodations
Conflict Resolution
High-Incidence Disabilities
Postsecondary Education
Self-Advocacy/Self-Determination
Transition

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Wood, Charles
O'Brien, Christopher
Wang, Chuang

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Holzberg_uncc_0694D_11339

Permalink

http://hdl.handle.net/20.500.13093/etd:737