SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES A

University of Kentucky UKnowledge Theses and Dissertations Early Childhood, Special Education, and Counselor Education Early Childhood, Special Education, and Counselor Education 2016 SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS Lynn Gagle Roper University of Kentucky, lynnie612@gmail.com Digital Object Identifier: https://doi.org/10.13023/ETD.2016.459 Right click to open a feedback form in a new tab to let us know how this document benefits you Recommended Citation Roper, Lynn Gagle, "SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/ OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS" (2016) Theses and Dissertations Early Childhood, Special Education, and Counselor Education 30 https://uknowledge.uky.edu/edsrc_etds/30 This Doctoral Dissertation is brought to you for free and open access by the Early Childhood, Special Education, and Counselor Education at UKnowledge It has been accepted for inclusion in Theses and Dissertations Early Childhood, Special Education, and Counselor Education by an authorized administrator of UKnowledge For more information, please contact UKnowledge@lsv.uky.edu STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work Proper attribution has been given to all outside sources I understand that I am solely responsible for obtaining any needed copyright permissions I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies I retain all other ownership rights to the copyright of my work I also retain the right to use in future works (such as articles or books) all or part of my work I understand that I am free to register the copyright to my work REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee The undersigned agree to abide by the statements above Lynn Gagle Roper, Student Dr Deborah Slaton, Major Professor Dr Ralph Crystal, Director of Graduate Studies SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS _ DISSERTATION _ A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Kentucky By Lynn Gagle Roper Lexington, Kentucky Dr Deborah Slaton, Professor Lexington, KY 2016 Copyright © Lynn Gagle Roper 2016 ABSTRACT OF DISSERTATION SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS The purpose of this study was to investigate the effects of a seven-week self-advocacy intervention on students’ with LD and/or ADHD abilities to self-advocate with college professors and understand their disability Prior research has indicated that students with LD and/or ADHD must, in order to accomplish their postsecondary educational goals, be skilled at and responsible for accessing and utilizing any accommodations they need to complete their course of study Despite the amendments to 2004 IDEA specific to transition planning, compared with same age peers, many students with LD and ADHD demonstrate less self-awareness entering college in addition to limited skills in the areas of self-determination and selfadvocacy This research study utilized an exploratory multiple case studies approach to investigate the effect of a self-advocacy instructional intervention on six college-aged students’ with LD and/or ADHD abilities to advocate with their college professors and understand their disability This study’s sample was drawn from both the LD and ADHD student populations who were enrolled in an Academic Support Program (ASP) at the university level This study extends Merchant’s (1998) work in the following ways: first, by qualitatively exploring student perceptions of self-advocacy and accommodation seeking through pre/post-intervention interviews, secondly by the inclusion of participants with ADHD, and thirdly through the addition of another quantitative measure (Self-Advocacy Questionnaire (SAQ) Students took part in a seven-week instructional self-advocacy intervention The director of the ASP conducted classes that met weekly for seven consecutive weeks Students were presented the following topics: goal setting, differences between high school and college, part I and II, learning styles and preferences, knowledge of disability: strengths and challenges, accommodations, selfadvocacy and self-determination and putting it all together Semi-structured pre/post interviews, pretest/posttest questionnaires on the components of self-advocacy, written knowledge pretest/posttests, and pretest/posttest role-play sessions requesting accommodations from a professor were utilized as measures for the study Findings revealed that the early disability experiences in K-12 shaped the participants’ capacities to learn and demonstrate self-advocacy skills Four main themes emerged from the stories and lived experiences of six college students with LD and/or ADHD: (a) interactions between family support and educational experiences; (b) self-advocacy knowledge; (c) self-advocacy experiences; and (d) perceived benefits of the intervention Students found the intervention curriculum helpful in supporting future self-advocacy behavior Small improvements were seen in the quantitative measures utilized (role-play scores, knowledge test results, SAQ) Limitations and implications for future research are discussed KEYWORDS: self-advocacy, postsecondary transition, learning disabilities, attentiondeficit hyperactivity disorder, instructional intervention Lynn Gagle Roper Students Signature November 30, 2016 Date SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS By Lynn Gagle Roper Dr Deborah Slaton Director of Dissertation Dr Ralph Crystal Director of Graduate Studies November 30, 2016 DEDICATION This dissertation is dedicated to my younger brother Brian, whose struggle with a LD is the main reason I decided to go into the field of special education and working with individuals with learning differences He has always worked hard to succeed at whatever he puts his mind to This is also dedicated to my wonderfully supportive and loving husband, Dr Kevin Roper He has stood beside me on this long journey Thank you for encouraging me throughout the entire process and giving me the love, support and prayers to see this through to the end ACKNOWLEDGMENTS The following dissertation, while an individual project, benefited from the insights and direction of many people First, my Dissertation Chair, Dr Deborah Slaton, who exemplifies what it means to be an advisor, chair, and scholar I am especially grateful for her willingness to keep me on as her last doctoral student when she retired; I am sure she did not expect it to take this long Thank you for your years of encouragement and support You provided me with insights and instructive comments at every stage of the dissertation process Next, I would like to thank the other members of my committee for staying with me over the many years and providing me with feedback necessary to improve the quality of this project: Dr Robert McKenzie, Dr Margaret Bausch, and Dr Steve Clements I would like to thank Dr Lisa Ruble for your willingness to serve as my outside reviewer and providing insights as needed I would also like to thank the students who participated in this study Thank you for your willingness to be a part of this study and for sharing your personal experiences as students who have lived with learning differences and persevered to be the best you can be Each of you brought something unique to the study Thank you to Pamela Downing for taking on the project as the director of the Academic Support Program You provided me with timely feedback and insights throughout Thank you also to Dr Verna Lowe, who believed in me and hired me as an adjunct faculty member and pushed me to pursue my doctorate in Special Education You provided the foundation I needed to pursue this endeavor Thank you Asbury Department of Education (School of Education) for encouraging me throughout this journey You walked this road with me for five years of coursework and provided me with the support I needed to persevere iii Thank you also to Cedarville University for hiring me before I had completed my doctorate and for providing release time and support during the process Thank you faculty and staff of Cedarville for all the amazing ways you supported and encouraged me Your love, support and most of all prayers provided me with stamina to press on Thanks to Jennifer Burris, Dr Ruth Sylvester, and Dr Kevin Roper for the hours they spent discussing, editing and proof-reading my work Thank you for your many helpful suggestions In conclusion, the ones who deserve the most accolades have been my family Mom and Dad, Janet and Dale Gagle, you have always believed in me and encouraged me to be the woman God desired and to pursue my calling Thank you for your endless prayers and encouragement throughout this long journey To the rest of my family all around the world in Australia, Jamaica, Indiana, Alabama, and Mississippi, thank you for praying for me and giving me your support My family has been my rock and provided me with everything from a place to write to homemade meals to put in the freezer Finally, thank you to Kevin, my amazingly patient husband who has not known me without this hanging over my head Thank you for your patience and love throughout I look forward to life now without this pressure Finally, to the God who made this all possible I give you all the glory, honor and praise iv TABLE OF CONTENTS Acknowledgments……………………………………………………………………… iii List of Tables…… ………………………………………………………………….…viii List of Figures………………………………………………………………………….…ix Preface…………………………………………………………………………………… x Chapter One: Introduction Accessing accommodations: Self-disclosure …… …….1 Accessing accommodations: The process … ………………….2 Definitions …………………………………………………… Learning Disabilities…………………………………… Attention-Deficit Hyperactivity Disorder……………… Self-Advocacy………………………………………… Self-Determination…………………………………… 10 Disability and education laws in the United States…………… 11 The Educating All Handicapped Children Act P.L 94-142 12 The Reauthorization of Educating All Handicapped Children Act 1986 13 The Individuals with Disabilities Education Act of 1990 13 The Individuals with Disabilities Education Act of 1997 13 The No Child Left Behind Act of 2001 (NCLB) … 14 The Individuals with Disabilities Education Improvement Act of 2004 15 The Rehabilitation Act Section 504 and Americans with Disabilities Act 17 Transition …………………………………………… 19 Increase in students with LD and/or ADHD Pursuing Higher Education 21 Students’ Dependency on Parents and Teachers …………… 23 Problem statement…………………………………………… 24 Summary……………………………………………………… 25 Chapter Two: Literature Review 26 Procedures Used to Locate Relevant Literature………………… 26 Brief Historical Account of Self-Advocacy…………………… 27 Research Findings on Self-Determination Model Demonstration Projects 28 Research Findings on Necessity of Self-Advocacy Skills……… 31 Factors Related to Success of Students with LD and/or ADHD in College 33 Understanding one’s disability……………………… 34 Need for intervention studies……………………… 35 Overview of Merchant (1998) study………………………… 35 v Marshak, L., Van Wieren, T., Raeke Ferrell, D., Swiss, L., & Dugan, C (2010) Exploring barriers to college student use of disability services and accommodations Journal of Postsecondary Education and Disability, 22, 151165 Marshall, C., & Rossman, G (2006) Designing qualitative research (4th ed.) 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Thousand Oaks, CA: Sage 255 Lynn Gagle Roper Assistant Professor of Education Cedarville University EDUCATION 2000 Masters in Social Work University of Kentucky School of Social Work, Lexington, Kentucky 1990 5th year Certification Special Education University of Kentucky School of Education, Lexington, Kentucky 1988 B.S in Education – Physical Education and Health Asbury College, Wilmore, Kentucky CURRENT CERTIFICATION Kentucky Teaching Certificate Area of Specialization: Physical Education (Grades K-12) Special Education (Grades 5-12) PROFESSIONAL EXPERIENCE August 2010-present Assistant Professor, Cedarville University, Cedarville, OH 2005-2010 Assistant Professor, Asbury University, Wilmore, KY 2005 – 2010 Disabilities Director of Support Program for Students with Learning 2007 – 2010 Behavior Developed and Coordinated Undergraduate Learning and Disorder Program 2005-2007 Director of Asbury Academy, Asbury College, Wilmore, KY 1990- 2005 Educator, Crawford Middle School, Lexington, KY 2001-2005 Part-time Instructor, Asbury College, Wilmore, KY 1999-2000 Psychiatry Student Therapist, University of Kentucky Department of 1989-1990 Full-time Graduate Assistant Special Education Department University of Kentucky 256 PROFESSIONAL AND ACADEMIC ASSOCIATION MEMBERSHIPS Association on Higher Education and Disability Council of Exceptional Children Council of Exceptional Children Specific Learning Disabilities Council of Exceptional Children Teacher Education Division Southeastern Region Association of Teacher Educators PROFESSIONAL PRESENTATIONS April, 2010 Disabilities October, 2009 Co-Presenter Poster Session: Melinda Ault, Margaret Bausch, Use of Assistive Technology by Students with Learning Co-Presenter: Rebecca Oswald, Tim Crook, ACHIEVE Undergraduate Teacher Education Program Southeaster Regional Association of Teacher Educators (SRATE), March, 2009 Notes Denver, CO November, 2007 Lexington, KY September, 2007 Georgetown, KY November, 2006 (SRATE), November, 2005 (SRATE), Louisville, KY Co-Presenter: Jason Gibson, Engaging all students: The use of Guided in K-12 and Post-secondary classrooms American Council on Rural Special Education (ACRES), Co-Presenter: Verna Lowe, Differentiated Instruction Association of Christian Schools International (ACSI), Co-Presenter: Rebecca Oswald, Dispositions Kentucky Association of Teacher Educators (KATE), Co-Presenter: Rebecca Oswald, Dispositions Southeastern Regional Association of Teacher Educators Baltimore, MD Co-Presenter: Rebecca Oswald, E Portfolios Southeastern Regional Association of Teacher Educators Nashville, TN 257 ... postsecondary education, postsecondary, transition, academic support program, special education law, Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), self-... (a) improving the educational performance and achievement of students with disabilities in the special and general education classrooms with an emphasis on students with disabilities participating... my family all around the world in Australia, Jamaica, Indiana, Alabama, and Mississippi, thank you for praying for me and giving me your support My family has been my rock and provided me with