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Cuenca-Carlino, Yojanna; Mustian, April L.; Allen, Ruth D.; Whitley, Samuel F. – Remedial and Special Education, 2019
Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction…
Descriptors: High School Students, Emotional Problems, Behavior Disorders, Emotional Disturbances
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Wehmeyer, Michael L. – Remedial and Special Education, 2015
There is an established and still-growing evidence base that promoting self-determination has positive school and post-school benefits for students with disabilities, and yet efforts to do so remain sporadic, at best. This article examines the evidence that promoting self-determination is critically important for students with disabilities,…
Descriptors: Self Determination, Educational Practices, Educational Opportunities, Barriers
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Danneker, Jeanne E.; Bottge, Brian A. – Remedial and Special Education, 2009
An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in…
Descriptors: Individualized Education Programs, Normalization (Disabilities), Parent Attitudes, Student Attitudes
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Test, David W.; Fowler, Catherine H.; Wood, Wendy M.; Brewer, Denise M.; Eddy, Steven – Remedial and Special Education, 2005
Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this…
Descriptors: Instructional Development, Self Advocacy, Attitudes toward Disabilities, Disabilities
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Hapner, Athena; Imel, Breck – Remedial and Special Education, 2002
Two special educators share their experiences in developing standards-based lessons to help students manage their own Individualized Education Programs. They describe strategies used to begin the process, provide a sample unit lesson plan, and show how a typical 50-minute class period could be structured to incorporate self-determination skills.…
Descriptors: Disabilities, Individualized Education Programs, Lesson Plans, Secondary Education
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Barrie, Wendy; McDonald, Joan – Remedial and Special Education, 2002
This article explains how administrators make it possible for their staff to initiate and implement advocacy efforts on behalf of students with special needs. A step-by-step series of actions and decision points are described to support the implementation of an innovative student-led Individualized Education Program process. (Contains 7…
Descriptors: Administrator Role, Change Strategies, Disabilities, Elementary Secondary Education