Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction
Abstract
Researchers increasingly recognize the importance of high school students with disabilities being prepared to advocate for postsecondary academic accommodations. The purpose of this study was to inform how self-advocacy instruction can reflect the authentic context in which postsecondary students with learning disabilities (LD) and with attention deficit-hyperactivity disorder (ADHD) advocate for accommodations. Postsecondary undergraduate students with LD and with ADHD engaged in a video-recorded simulated meeting to discuss accommodations with a standardized (actor-portrayed) professor. A qualitative analysis of the meetings and postsimulation interviews was conducted. Findings demonstrate how students with LD and students with ADHD discuss accommodations with a professor, including their tendency to be hesitant to assert their preferences and needs for accommodations. Data from postsimulation interviews also suggest that participating in and reflecting upon the simulated interview facilitated students to assess their self-advocacy and identify changes they would make in future conversations about accommodations. Implications for research and practice in self-advocacy instruction are discussed.
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Communicating about accommodation needs with instructors can be daunting due to uncertainty about what to share, how to communicate, and instructor response [30, 43].
“As a common form of labor performed by students with disabilities, communicating about accommodation needs with instructors can be daunting, as it often involves uncertainty around what information should be shared, how to communicate it, and the instructor response [30, 43].”
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- Authors
- Freedman, J. E., Drelick, A. M., & Dotger, B. H.
- Affiliations
- Rowan University (US)
- Syracuse University (US)
- Corresponding author
- Freedman, Justin E.
- Venue
- Learning Disabilities Research & Practice
- Publisher
- SAGE Publications
- Published
- 2024-01-09
- Volume
- 39
- Issue
- 1
- Pages
- 26-36
- ISSN
- 0938-8982 (ISSN-L)
- 1540-5826
- OpenAlex
- W4390700066
- Cited by
- 5
- References
- 23
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 1
- FWCI
- 2.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disabilities Research and Practice (publishedVersion)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Safety Research › Disability Rights and Representation
- Keywords
- academic accommodations, learning disabilities, attention deficit hyperactivity disorder, student-professor communication, accommodation requests, self-assessment, assertiveness
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