Ecological Perspective on Self-advocacy Skill Acquisition: Insights from Higher Education Students with Disabilities

Self-advocacy is essential for students with disabilities (SwDs) because it facilitates access to necessary support and accommodations tailored to their individual needs. The environment significantly influences the acquisition of self-advocacy skills among these students. This study explores the ecological factors pivotal in this process, specifically examining how environmental elements impact students’ self-advocacy and how these factors interact to shape their experiences. Using a qualitative research approach, we conducted in-depth interviews with three students with various disabilities—physical, visual, and auditory. Data were analyzed using constructivist grounded theory methods, including initial coding, focused coding, and theoretical building, supported by Atlas.ti software. The analysis revealed three main themes: (1) The environment as a source of knowledge, (2) Changes and demands of academic life, and (3) A disability-friendly environment. The key ecological actors identified include family, peers—both typical peers and persons with disabilities—and campus communities. These findings highlight the importance of multiple ecological factors in self-advocacy skill acquisition. Integrating support from these actors can enhance self-advocacy training programs and improve support systems for SwDs.