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Record identifier : 569917
Personal Name - Primary Intelectual Responsibility : Cano-Smith, Jennifer
Title and statement of responsibility : Self-advocacy experiences of college students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorder [Thesis]
Publication, Distribution,Etc. : University of Denver, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Denver
Summary or Abstract : Self-advocacy is identified as a factor important to the success of college students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). However, educators do not yet know enough about the experience of self-advocacy in the post-secondary learning environment to effectively guide students in the development of this complex set of skills. This study was designed to describe the experience of college students with LD and/or ADHD as they advocate for themselves in the college or university environment and to compare the students' experiences as self-advocates to what educators believe to be true about self-advocacy based on the existing literature. The study employed a series of case studies conducted with phenomenological methodology. The data revealed that students experience self-advocacy as a means of building a working relationship with faculty, a means of declaring their character, a weapon to do battle when conflicts arise, and a means to assign the LD/ADHD a role within their learning experience. Data confirmed the importance of communication, assertiveness, knowledge of LD/ADHD, academic self-concept, self-efficacy and locus of control, and problem-solving skills. The above factors were assembled into a framework describing their functioning in concert to facilitate self-advocacy. Implications for practice and future research are discussed..
Information of biblio record : TL
 
 
 
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