Self-Advocacy as a Goal for Education

This research project reviews selected literature on self-advocacy instruction to highlight (a) its importance as a focus for education and (b) the barriers towards its implementation. Several studies have recognized that the transition from high school to PSE presents a series of challenges for students with disabilities (e.g., Madaus, 2005; Eckes & Ochoa, 2005). Results of research, however, associate self-advocacy skills with better transitions into PSE and adult life by students with disabilities (Norton, 1997; Roessler, Brown, & Rumrill; 1998; Satcher, 1995). A salient barrier towards self-advocacy education is a lack of sufficient training in preservice education. This paper concludes with recommendations for the development of such training and implications for educational research.