Using The Self-Advocacy Strategy to Increase Middle Graders' IEP Participation

Test, David W.; Neale, Melia

doi:10.1023/b:jobe.0000023660.21195.c2

Cited by 32 publications

(24 citation statements)

References 5 publications

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“…In practice, teachers can use this information in selecting self-determination interventions on the basis of knowledge of disability characteristics and assessment data. For example, the self-advocacy strategy developed by Van Reusen, Bos, Schumaker and Deshler (1994) has increased participation in individualized education program (IEP) meetings for students with learning disabilities , as well as for students with other high-incidence disabilities (emotional and behavioral disorders; Test & Neale, 2004). It also may have benefits for students in the high-incidence group that emerged in these analyses.…”

Section: Dir E C T I O N S F O R Future Res E a R C H A N D Practi C Ementioning

confidence: 99%

Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2

Shogren

Kennedy

Dowsett

et al. 2014

Exceptional Children

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The authors used data from the National Longitudinal Transition Study-2 (NLTS2; SRI International, 2000) to examine the aspects of self-determination assessed in NLTS2 and measurement equivalence and latent differences across the 12 disability categories recognized in the Individuals With Disabilities Education Act (IDEA; 2004). NLTS2 included a direct assessment with items representing 3 of the 4 essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment. The authors established measurement equivalence, but significant latent differences occurred across specific disability groups. Students with high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments) and cognitive disabilities (autism, multiple disabilities, and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the 6 collapsed disability groups, significant differences existed in the latent variances and limited mean level differences.

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Section: Dir E C T I O N S F O R Future Res E a R C H A N D Practi C Ementioning

confidence: 99%

Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2

Shogren

Kennedy

Dowsett

et al. 2014

Exceptional Children

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“…As a result of the intervention, students at the middle and high school levels demonstrated increases in self-advocacy and participation during IEP meetings. Four additional studies (Danneker & Bottge, 2009;Hammer, 2004;Neale & Test, 2010;Test & Neale, 2004) examined similar models of providing students with explicit skill instruction as a means of increasing IEP meeting participation. The results of these studies also indicated that direct instruction increases the levels of student participation during IEP meetings.…”

Section: Student Participation In Iep Content Development and Iep Meementioning

confidence: 99%

“…Student participation in IEP meetings was addressed in four additional studies (Barrie & McDonald, 2002;Mason, Field, & Sawilowsky, 2004;Test & Neale, 2004). Barrie and McDonald (2002) described positive results from the implementation of student-led IEP meetings at schools in two districts, and a study of longitudinal data indicated the possibility of a positive relationship between student participation in the IEP process and academic outcomes, as well as self-determination skills (Barnard & Lechtenberger, 2010).…”

Section: Student Participation In Iep Content Development and Iep Meementioning

confidence: 99%

The Development of Individualized Education Programs

Blackwell

Rossetti

2014

Sage Open

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There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA). The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

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“…Although students with intellectual disability were more likely than were students with autism or other disabilities to receive such instruction-perhaps because of the emphasis on self-determination and self-advocacy for this group of students (Wehmeyer & Mithaug, 2006;Wehmeyer & Shogren, 2008)-it is troubling that given the importance placed on transition planning, a large percentage of students are not receiving specific instruction on the skills necessary to be successful in this process. A variety of strategies exist for teaching students how to become active participants in transition planning Test & Neale, 2004;Wehmeyer & Lawrence, 1995), and more research is needed regarding the factors that enhance and impede the inclusion of this instruction in student's education. Not unexpectedly, when looking at the primary goals of transition planning for students with intellectual disability, autism, or other disabilities, we found that goals related to employment were common for all students.…”

Section: School Perspectivesmentioning

confidence: 99%

Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Shogren¹,

Plotner²

2012

Intellectual and Developmental Disabilities

210

123

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To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

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Using The Self-Advocacy Strategy to Increase Middle Graders' IEP Participation

Cited by 32 publications

References 5 publications

Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2

Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2

The Development of Individualized Education Programs

Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

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