Date Approved

2018

Degree Type

Open Access Senior Honors Thesis

Department

Special Education

First Advisor

Loreena Parks

Second Advisor

Ana Claudia Harten

Third Advisor

David Winters

Abstract

In a society that appears to take independence for granted at times, it has become more and more of a necessity for educators to combat this trend and foster independence within students. One way educators can foster independence is by supporting the cultivation of self-determination and self-advocacy within students during the school-age years. As part of this project, a literature review was conducted to compile the components of self-determination and self-advocacy of students with learning disabilities and mild cognitive impairments. Working definitions of these two attributes were then created from these components. This project will explore the cultivation of self-determination and self-advocacy within students through strategies involving classroom culture, classroom expectations, teacher-family communication, student-led Individualized Education Programs (IEP), and strategic lesson planning.

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