Teaching self-advocacy in the resource room

Term

2010

Capstone

Thesis

Degree Name

MAEd

Abstract

This capstone addresses the following research question: What are some research-supported instructional strategies for teaching self-advocacy skills that will empower 6-8th grade special education students to be their own advocates in a mainstream setting? It documents one teacher's creation of a unit designed to teach middle school students in special education self-advocacy skills they can transfer to mainstream academic courses. The unit was created using the Backward Design framework developed by Wiggins and McTighe (2005). The teacher describes the importance of starting self-advocacy instruction early and promoting students' awareness of their own Individualized Education Plans (IEPs). He also reflects on the challenges that many middle school students may experience in regards to developing strong self-advocacy skills.

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