Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

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.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

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.

Special Education Placement: An Interdisciplinary Case Study

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.