Supporting Students in the Classroom: Training Paraprofessionals to Teach Self- Advocacy and Self-Determination Skills

Main Article Content

Courteney Mayumi Tse
Melinda R. Pierson

Abstrakt

Students with disabilities lack the skills to become independent self-advocates. This article details a training program that was implemented for paraprofessionals who support students with disabilities in public school classrooms in the United States. Results indicated that advanced training of paraprofessionals improved student support which led to greater independence for the students with disabilities.

Downloads

Download data is not yet available.

Article Details

Dział
Artykuły
Biogramy autorów

Courteney Mayumi Tse, California State University, Fullerton

MA., California State University, Fullerton

Melinda R. Pierson, California State University, Fullerton

prof., California State University, Fullerton

Bibliografia

  1. Black, J. (2010). Digital transition portfolios for secondary students with disabilities. Intervention in School and Clinic, 46(2), 118-124. doi:10.1177/1053451210374987
  2. Fiedler, C. & Danneker, J. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20. Retrieved from http://web.b.ebscohost.com.lib-proxy.fullerton.edu/ehost/pdfviewer/pdfviewer?sid=4819be3c-4c6d-4bd0-b701-70fd8647572e%40sessionmgr115&vid=76&hid=128
  3. Foster, L., Watson, T., Meeks, C., & Young, J. (2002). Single-subject research design for school counselors: Becoming an applied researcher. Professional School Counseling, 6(2), 146-154.
  4. Gilmartin, A. & Slevin, E. (2010). Being a member of a self-advocacy group: Experiences of intellectually disabled people. British Journal of Learning Disabilities, 38(3), 152-159. doi:10.1111/j.1468-3156.2009.00564.x
  5. Grenwelge, C. & Zhang, D. (2013). The effects of the Texas Youth Leadership Forum summer training on the self-advocacy abilities of high school students with disabilities. Journal of Disability Policy Studies, 24 (3), 158-169. doi:10.1177/1044207312457415
  6. Lane, K., Carter, E., & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Council for Exceptional Children, 78(2), 237-251.
  7. Retrieved from http://web.ebscohost.com.lib-proxy.fullerton.edu/ehost/detailsid=6f7fb655-2c8d-47af-8268-7d59ae5451b3%40sessionmgr13&vid=1&hid=22&bdata=JnNpdGU9ZWhvc3QtbG12ZSZzY29wZT1zaXR1#db=aph&AN=70105755&anchor=AN007105755-2
  8. Lane, G., & Carter, E. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49(10), 988-1000. doi:10.1002/pits.21651
  9. McGuire, J. & McDonnell, J. (2008). Relationships between recreation and levels of self-determination for adolescents and young adults with disabilities. Career Development for Exceptional Individuals, 31(3), 154-163. doi:10.1177/0885728808315333
  10. Rothman, T., Maldonado, J. M., & Rothman, H. (2008). Building self-confidence and future career success through a pre-college transition program for individuals with disabilities. Journal of Vocational Rehabilitation, 28(2), 73-83. Retrieved from http://web.b.ebscohost.com.lib-proxy.fullerton.edu/ehost/pdfviewer/pdfviewer?sid=4819be3c-4c6d-4bd0-b701-70fd8647572e%40sessionmgr115&vid=31&hid=128
  11. Sheppard, L. & Unsworth, C. (2011). Developing skills in everyday activities and self-determination in adolescents with intellectual and developmental disabilities. Remedial and Special Education, 32(5), 393-405. doi:10.1177/0741932510362223
  12. Test, D., Fowler, C., Wood, W., Brewer, D., Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43-54. doi:10/1177/07419325050260010601
  13. U.S. Equal Employment Opportunity Commission. (2008). ADA Amendments Act of 2008. Retrieved from http://www.eeoc.gov/laws/statutes/adaaa.cfm
  14. Wood, C., Kelley, K., Test, D., & Fowler, C. (2010). Comparing audio-supported text and explicit instruction on students’ knowledge of accommodations, rights, and responsibilities. Career Development for Exceptional Individuals, 33(2), 115-124. doi:10.1177/0885728810361618
  15. Zhan, S. & Ottenbacher, K. (2001). Single subject research designs for disability research. Disability and Rehabilitation, 23(1), 1-8.