Affiliations: Department of Educational and School Psychology and Special Education, The Pennsylvania State University, 227 CEDAR Building, University Park, PA, 16802, USA
Abstract: Increasing numbers of persons with learning disabilities are enrolling in post-secondary education. However, there is evidence to suggest that many of these students experience difficulty staying in and completing post-secondary programs. One important indicator of success in post-secondary education for students with learning disabilities is competence in self-advocacy. In order for students with learning disabilities to become more successful in post-secondary settings, they need to be taught a variety of academic and self-advocacy skills. It is suggested in the literature, however, that despite their importance, self-advocacy skills are not directly taught in high school or at the post-secondary level. The purpose of this review is to conduct an in-depth analysis of the literature on programs for students with learning disabilities, who are transitioning from secondary to post-secondary education, which purport: to include a self-advocacy component. An evaluation of self-advocacy components is presented determining to what extent they include the skills associated with self-advocacy. These skills are: (1) understanding one's own disability (strengths and weaknesses); (2) knowledge of individual rights under the law; (3) accommodations needed; and (4) effective communication skills.
