Andrews, Meghan2018-05-072018-05-072018-05-05http://hdl.handle.net/11603/10721This study followed a pre-experimental design. The study used a series of mini-lessons to teach students about what self-advocacy is, the significance and importance of self-advocacy skills, how the skills can be used both inside and outside the classroom, and how they could ask for help or their accommodations when presented with a difficult situation. The data for this study were collected through the use of interviews and pre-and post-intervention surveys. The results revealed an increase in the participants’ knowledge of self-advocacy. No statistically significant difference was found between the willingness of special or general education students to ask for help or advocate for themselves after the mini-lessons; hence, the null hypothesis that the two groups would benefit similarly was retained. Further research on most effective ways to teach and encourage the use of appropriate self-advocacy skills to students with varied needs and abilities appears warranted in order to ensure student learning is supported in effective and economical ways.48 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate).Text