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

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Abstract

This study investigated the effects of teaching middle grade students with disabilities to participate in their IEP meetings using The Self-Advocacy Strategy. Four students with high-incident disabilities were taught to be active participants in their IEP meetings. Student contributions, along with scores on The Arc's Self-Determination Scale, were used to measure the effectiveness of the strategy. Findings from this study indicate that The Self-Advocacy Strategy is an effective instructional tool that can be used to teach middle grade students with disabilities to be active participants in their IEP meetings.

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Authors and Affiliations

  1. The University of North Carolina at Charlotte, Charlotte, NC

    David W. Test & Melia Neale

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  1. David W. Test
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  2. Melia Neale
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Test, D.W., Neale, M. Using The Self-Advocacy Strategy to Increase Middle Graders' IEP Participation. Journal of Behavioral Education 13, 135–145 (2004). https://doi.org/10.1023/B:JOBE.0000023660.21195.c2

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  • DOI: https://doi.org/10.1023/B:JOBE.0000023660.21195.c2

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