Improving Self-Advocacy Skills for Students With Disabilities in Postsecondary Educational Settings

Abstract

The purpose of this manuscript is to examine relevant literature to assist rehabilitation counselors and educators in understanding legislation that impacts students with disabilities in postsecondary educational settings and potential barriers students with disabilities face in postsecondary educational settings. Strategies rehabilitation counselors and educators can employ to increase self-advocacy skills and improve postsecondary outcomes for students with disabilities are also addressed. The literature suggests that while students with disabilities are legally responsible for disclosing their disability to receive accommodations in postsecondary educational settings, students still face barriers that hinder their ability to develop self-advocacy skills. However, self-advocacy skills are imperative for students to effectively disclose their disability and identify the accommodations needed, highlighting the importance of rehabilitation counselors and educators to assist in the development of self-advocacy before matriculating to a postsecondary educational setting. Strategies practitioners can employ when working with students with disabilities who desire to attend a postsecondary educational program are also identified.