Speak Up: Teaching Self-Advocacy Skills at the Communication Center to Students with Disabilities

According to the National Council on Disability (2015), an estimated 2 million undergraduates have an identified disability and are, by law (i.e., the Americans with Disabilities Act [1990]), entitled to accommodations. The use of academic accommodations is positively correlated with increased grade point average (GPA), higher persistence rates, and shorter time to degree completion. However, a plethora of data indicate students underutilize their accommodations for a multiplicity of reasons. One reason cited by students is a lack of confidence related to their inexperience with requesting accommodations. Therefore, it is imperative to facilitate access to communication skills related to self-advocacy. Communication centers (CC), and the consultants working there, are equipped with the expertise to instruct students to effectively advocate for accommodations. Additionally, an abundance of research indicates the efficacy of peer supports in teaching new skills making the CC an ideal venue for teaching self-advocacy skills. The current study utilized a multiple probe across participants design to evaluate the effect of self- advocacy instruction and visual prompts conducted at a university CC on the ability of three college students with hidden disabilities to request academic accommodations from their instructors. Results indicated a functional relation between the use of the self-advocacy skills and students’ ability to request accommodations from their instructors. Social validity data indicated students felt the instruction was helpful and gave them the language and confidence to speak up and request their accommodations from instructors.

Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n=104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates’ perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building Theory (Scardamalia & Bereiter, 2006), which posits that knowledge building is comprised of three components: 1) inquiry driven questions, 2) epistemic artifacts, and 3) collective spaces for collaboration. The study found that inquiry projects had positive effects on participants’ understanding of: the complexity of educational issues; the overall inquiry process; and a future career in teaching. Using Knowledge Building Theory, the findings are discussed and analyzed to posit a conceptual model of the entire inquiry process, called the Inquiry Processing Cycle

Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed

Updating the Secondary Transition Research Base: Evidence - and Research - Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed