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ERIC Number: EJ1471964
Record Type: Journal
Publication Date: 2025
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-1154
EISSN: EISSN-1911-8279
Available Date: 0000-00-00
Approaches to Teaching Self-Advocacy Skills in Specialized Undergraduate Programs for Autistic College Students
Abdul-Hakeem Imoro
Journal of Teaching and Learning, v19 n2 p57-79 2025
This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.'s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semistructured interviews, seven themes emerged to address two research questions: (a) improve students' learning skills; (b) support students' career development; (c) improve students' executive functioning skills; (d) improve students' transition skills, (e) use flexible classrooms to support students; (f) support students' skills development; and (g) develop students' self-awareness skills. The discussions highlight the challenges, approaches, and conceptual implementations of the findings, within the broader literature, on faculty approaches to students' development of self-advocacy skills.
Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A