Promoting Self-Advocacy Among College Students with Learning Disabilities

Abstract

Due to a variety of factors, central among them federal law and the realization by parents and professionals that learning disabilities (LD) typically persist into adolescence and adulthood, services to students with LD in high school and postsecondary settings have increased dramatically over the past 10 years. Traditional programs for older students with LD frequently focus on college preparatory classes and study skills. Few programs place a major emphasis on teaching social skills such as self-advocacy that are necessary for academic success. The purpose of this article is to (a) provide an operational definition of self-advocacy as it pertains to adolescent and adult learners with LD in postsecondary settings, (b) describe model high school and college programs that teach self-advocacy skills, and (c) discuss important follow-up and support activities essential to the effective use of these skills.