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.
Descriptors: Undergraduate Students, Autism Spectrum Disorders, Self Advocacy, College Faculty, Learning Processes, Skill Development, Career Development, Executive Function, Student Adjustment, Classrooms, Self Concept
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