Abstract
This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.
Highlights
Social justice for individuals with disabilities has become an issue due to an increase of people with disabilities in our society (Becker, 2005)
This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice
Qualitative researchers examine interactions, as a way to determine understands through interpretation (Merriam & Tisdell, 2016). This qualitative inquiry examined the perceptions of special education administrators, teachers, and students regarding the amount of self-advocacy instruction students with disabilities received while they were in high school
Summary
Social justice for individuals with disabilities has become an issue due to an increase of people with disabilities in our society (Becker, 2005). As Ben-Porath (2012) revealed, the United States government has attempted to address these needs through laws including the Individuals with Disabilities in Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. As Ben-Porath (2012) revealed, the United States government has attempted to address these needs through laws including the Individuals with Disabilities in Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act This legislation provides a moral and legal grounding, as well as clear policies, that reflect the idea that all students have an equal right to an education and that people with disabilities should not face discrimination. It is vital to the existence of social justice that addressed are unacceptably biased social arrangements, and all people were given individual rights, freedom, and equality (Barclay, 2010; Torres-Harding et al, 2014). It is vital to the existence of social justice that addressed are unacceptably biased social arrangements, and all people were given individual rights, freedom, and equality (Barclay, 2010; Torres-Harding et al, 2014). Grant and Gibson (2013) concurred by stating, “protection and enactment of fundamental human rights www.scholink.org/ojs/index.php/jecs
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