EMPOWERMENT THROUGH SELF-ADVOCACY: FOSTERING INCLUSIVE EDUCATION FOR YOUNG ADOLESCENTS WITH MILD TO MODERATE SUPPORT NEEDS

This study investigated the effects of a teacher-led six-week intervention designed to improve the self-advocacy skills of students with mild to moderate support needs. The intervention was delivered through multiple methods, including role modeling, explicit instruction, sentence scripts, and class discussion. Pre-intervention data showed that participants had a limited understanding of their IEPs, infrequent communication with teachers, and minimal engagement in requesting accommodations. After the implementation of the intervention, significant improvements were observed, with 90% of participants requesting accommodations and communicating regularly with teachers. Additionally, there was an increase in student behaviors in setting academic goals and reflecting on their self-advocacy behaviors. The participants also improved their academic performance in general education classrooms following the intervention. These findings underscore the potential of self-advocacy intervention to empower young adolescents to engage more effectively with their educational plans and achieve positive academic outcomes in the future. Recommendations for future research are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0786/a.php" alt="Hit counter" /></p>