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Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University
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Author(s): Lynne Orr (William Paterson University, USA & Walden University, USA), Pamela Brillante (William Paterson University, USA)and Linda Weekley (Walden University, USA)
Copyright: 2020
Pages: 16
Source title:
Accessibility and Diversity in the 21st Century University
Source Author(s)/Editor(s): Gary A. Berg (California State University Channel Islands (Retired), USA)and Linda Venis (UCLA (Retired), USA)
DOI: 10.4018/978-1-7998-2783-2.ch011
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Abstract
Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.
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