Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills

grantor: University of TorontoA knowledge and communication skills program designed to teach self advocacy to high school students who have learning disabilities (LD) was evaluated. Fifty-three adolescents in grades seven through nine, ages 12-17 (mean age 14.8 years), who were identified as LD, participated in the self advocacy study. These students were from three schools in the Montreal Catholic School Board. Twenty-seven students received the self advocacy program and the remaining 26 students were part of an attention control group who received the self advocacy program at the conclusion of the study. Both groups were evaluated using pre- and post-program structured interviews that focused on Knowledge (of learning disabilities, learning style, resources, services, supports, and accommodations, and ability to succeed) and Communication (verbal and non-verbal skills). Academic locus of control was assessed pre- and post-program using the Intellectual Achievement Responsibility Questionnaire. The frequency which students practiced self advocacy was examined every two weeks for approximately three months post-program. Overall, the findings indicate that the Program group significantly improved on all areas of Knowledge and Communication compared to the Attention Control group. In addition, self advocacy skills were maintained over the post-program period. No significant differences were found between the two groups on the measure of academic locus of control. Regression analyses revealed that changes in Knowledge, Communication skills, and internal locus of control predicted frequency of students' self advocacy for accommodations and resources for three months post-program. Overall, the results suggest that the present knowledge and communication skills training program had a significant impact on the students' self advocacy skills.Ph.D