Empowering Exceptional Minds through Self-Determination

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 2
  In Roundtable Session: Advancing Instructional Practices for Students with Disabilities

Abstract

This study examines how students with exceptionalities, specifically those with learning disabilities, autism spectrum disorder, and attention-deficit/hyperactivity disorder, understand their diagnoses and the supports outlined in their Individualized Education Plans. Guided by Test et al.’s (2005) Self-Advocacy Framework, the research explores students’ knowledge of self, awareness of rights, and communication as foundations for developing self-advocacy skills. Two qualitative studies were conducted: one with 30 elementary students (Grades 5–8) with LDs and one with 42 high school students (Grades 9–11) with LDs, ADHD, ASD, or IEP-based supports. Semi-structured interviews captured students’ perspectives on their exceptionalities, supports, and comfort with self-advocacy. Preliminary findings suggest varied levels of understanding, underscoring the need for targeted strategies to empower students as self-advocates.

Authors

• Sunaira Tejpar, Queen's University - Kingston

• Julia Hale, Queen's University - Kingston

• Ian A. Matheson, Queen's University - Kingston