A Conceptual Framework of Self-Advocacy for Students with Disabilities
A Conceptual Framework of Self-Advocacy for Students with Disabilities
复制标题
残疾学生自我倡导的概念框架
DOI：
10.1177/07419325050260010601
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发表时间：
2005
影响因子：
2.4
通讯作者：
Steve Eddy
中科院分区：
文献类型：
--
作者：
D. Test;Catherine H. Fowler;W. Wood;Denise M. Brewer;Steve Eddy
基于文献回顾和利益相关者的意见，我们制定了自我倡导的概念框架，包括四个组成部分：自我知识、权利知识、沟通和领导力。本文总结了在文献中找到的自我倡导的定义和组成部分，这些定义和组成部分被用于制定这一概念框架。由此产生的自我倡导框架旨在为残疾学生和非残疾学生的教学规划、课程设计和自我倡导评估提供指导。
Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.