Date of Award
3-1-2009
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Gloria Miller, Ph.D.
Second Advisor
Cynthia Hazel
Third Advisor
Nicholas Cutforth
Fourth Advisor
Roger E. Salters
Keywords
Attention-deficit Hyperactivity Disorder (ADHD), Learning disabilities, Self-advocacy
Abstract
Self-advocacy is identified as a factor important to the success of college students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). However, educators do not yet know enough about the experience of self-advocacy in the post-secondary learning environment to effectively guide students in the development of this complex set of skills. This study was designed to describe the experience of college students with LD and/or ADHD as they advocate for themselves in the college or university environment and to compare the students' experiences as self-advocates to what educators believe to be true about self-advocacy based on the existing literature. The study employed a series of case studies conducted with phenomenological methodology. The data revealed that students experience self-advocacy as a means of building a working relationship with faculty, a means of declaring their character, a weapon to do battle when conflicts arise, and a means to assign the LD/ADHD a role within their learning experience. Data confirmed the importance of communication, assertiveness, knowledge of LD/ADHD, academic self-concept, self-efficacy and locus of control, and problem-solving skills. The above factors were assembled into a framework describing their functioning in concert to facilitate self-advocacy. Implications for practice and future research are discussed.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Jennifer Cano-Smith
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
198 p.
Recommended Citation
Cano-Smith, Jennifer, "Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder" (2009). Electronic Theses and Dissertations. 110.
https://digitalcommons.du.edu/etd/110
Copyright date
2009
Discipline
Higher education