Students With Disabilities: The Disconnect Between Self-Advocacy and Social Justice Practices of Teachers

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Abstract

This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Three public schools and one community college in one Midwestern state were investigated in this inquiry. Data revealed differing perceptions about the level of self-advocacy instruction that students with disabilities receive while in high school between educators and students. The implications for this research and practice include that high school personnel must understand and implement principles of social justice in order to teach students with disabilities to have self-advocacy skills.

Authors

• Leigh Gruber, Fort Osage Public Schools

• Barbara Nell Martin, University of Central Missouri