Date Approved
2019
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department or School
Special Education
Committee Member
Sarah M. Ginsberg, Ed.D., CCC-SLP
Committee Member
Jackie McGinnis, Ph.D.
Committee Member
John M. Palladino, Ph.D.
Abstract
This qualitative research study described how five speech-language pathologists (SLPs) view the development of self-advocacy in learners with autism spectrum disorder (ASD). The research literature on self-advocacy among the community of individuals with disabilities contained a small collection of studies; little to none of that research regarded learners with autism, specifically, especially within the field of speech-language pathology. Practicing SLPs who have worked with high school students who experience autism were interviewed. It emerged from the study that participants believe there is a need to collaborate with other disciplines and other entities when helping students on the spectrum self-advocate. Other entities included school administration, psychologists, social workers, teachers, the student with ASD, and the student’s peers. It also emerged that SLPs pull influence from various professional literature, and this informs their education. Lastly, various educational targets were identified by the SLPs regarding working with students with ASD.
Recommended Citation
Dann, Jordan, "The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism" (2019). Master's Theses and Doctoral Dissertations. 966.
https://commons.emich.edu/theses/966