A Conceptual Framework of Self-Advocacy for Students with Disabilities
Abstract
Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.
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Self-advocacy skills are key to empowering students with disabilities to advocate for their access needs in HE and beyond [108].
“Self-advocacy skills, including knowledge of self, knowledge of rights, and communication, are key to empowering students with disabilities to advocate for their access needs in HE and beyond [108].”
From "I'd Never Actually Realized How Big An Impact It Had Until Now": Perspectives of University Students with Disabilities on Generative Artificial Intelligence (2025) · cites this paper as [108]
Cites
Wehmeyer, M. L., & Palmer, S. B. (2003) · Education and Training in Developmental Disabilities · doi:10.1177/215416470303800202 · Cited by 566 · cited 1× · see citing works
“Self-advocacy is a concept and skill associated with selfdetermination (Field, 1996), and research has suggested that people who are self-determined have better postschool outcomes (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).”
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Support for parents of deaf children: Common questions and informed, evidence-based answers
Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Rathmann, C., & Smith, S. (2019) · International Journal of Pediatric Otorhinolaryngology · doi:10.1016/j.ijporl.2018.12.036 · Cited by 96 · see citing works
Atcheson, A., Khan, O., Siemann, B., Jain, A., & Karahalios, K. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714121 · Cited by 22 · see citing works
Student Perspectives on Academic Accommodations
Baker, D., & Scanlon, D. (2016) · Exceptionality · doi:10.1080/09362835.2015.1064411 · Cited by 20 · see citing works
Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction
Freedman, J. E., Drelick, A. M., & Dotger, B. H. (2024) · Learning Disabilities Research & Practice · doi:10.1177/15405826231221314 · Cited by 5 · see citing works
- Authors
- Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S.
- Affiliations
- University of North Carolina at Charlotte (US)
- Corresponding author
- Test, David W.
- ORCID
- Fowler, Catherine H.
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2005-01
- Volume
- 26
- Issue
- 1
- Pages
- 43-54
- ISSN
- 0741-9325 (ISSN-L)
- 1538-4756
- OpenAlex
- W2154924585
- Cited by
- 361
- References
- 1
- Citations by year
- 2026: 24 · 2025: 41 · 2024: 23 · 2023: 14 · 2022: 35 · 2021: 14 · 2020: 31 · 2019: 23 · 2018: 23 · 2017: 18 · 2016: 20 · 2015: 12 · 2014: 21 · 2013: 10 · 2012: 12
- FWCI
- 17.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Remedial and Special Education (publishedVersion)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Safety Research › Disability Rights and Representation
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- self-advocacy, students with disabilities, conceptual framework, self-knowledge, communication, leadership, instructional planning, curricular design
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