Self-advocacy training for students with cochlear implants entering college

描述（由申请人提供）：KDH研究与通信（KDHRC）建议开发Cochiar植入大学（CIU）网站，这是一个为16至21岁的CI（SWCI）高中和大学生及其父母开发自我宣传知识和技能的自我宣传培训工具，以支持成功的学术和社会过渡到高等教育（HE）。CIU的主要目标是增加SWCI的：关于HE过渡主题的知识，如他们的法律的权利，对在HE环境中自我倡导的积极态度，自我倡导的自我效能，自我倡导的意图-自我倡导技能发展的所有前体。父母的支持与SWCI的学术和社会成功相关，因此CIU的次要目标是增加SWCI父母的知识和自我效能感，并打算在HE过渡主题上支持他们的孩子，例如如何申请HE教室住宿。CIU解决了一个紧迫的需求。越来越多的SWCI正在进入高等教育，初步数据表明，与听力同龄人相比，他们经历了无数的学术和社会挑战，例如高辍学率和不良的学术和社会成果。然而，缺乏针对SWCI和高等教育过渡的自我宣传方案。专家们呼吁制定基于证据的计划，以开发一套核心的自我宣传知识和技能，这可能会减轻这些挑战，并支持成功的高等教育过渡。CIU将作为该领域的独特资源满足这一需求。在完成这项工作后， 项目，我们将有一个原型网站，由SWCI和核心过渡主题的家长内容，如申请高等教育住宿，了解法律的权利，并在学术和社会情况下自我倡导。第二阶段将增加互动部分和其他专题。可行性评估将探讨在何种程度上暴露于CIU的原型改变SWCI的知识，他的过渡主题，积极的态度，在他的环境中自我倡导，自我效能自我倡导，并打算自我倡导，和父母的知识和自我效能和意图，以支持他们的孩子在他的过渡主题。两者合计，CIU及其可行性结果旨在发展SWCI和家长自我宣传的知识和技能，支持成功的学术和社会过渡到HE，并建立CIU的可行性，在第二阶段的进一步发展。

DESCRIPTION (provided by applicant): KDH Research & Communication (KDHRC) proposes to develop Cochlear Implant University (CIU) website, a self-advocacy training tool for high school and college students with CIs (SWCIs) aged 16 to 21 and their parents to develop self-advocacy knowledge and skills that support a successful academic and social transition to higher education (HE). CIU's primary aim is to increase SWCI's: knowledge on HE transition topics, such as their legal rights, positive attitudes towards self-advocating in HE environments, self-efficacy to self-advocate, and intentions to self-advocate - all precursors of self-advocacy skills development. Parental support is correlated with SWCI academic and social success, therefore CIU's secondary aim is to increase SWCI parents' knowledge about and self-efficacy and intentions to support their children on HE transition topics, such as how to apply for HE classroom accommodations. CIU addresses a pressing need. Increasing numbers of SWCI are entering HE and preliminary data indicate that they experience myriad academic and social challenges compared to their hearing peers, such as high dropout rates and poor academic and social outcomes. However, there is a lack of self-advocacy programs specific to SWCI and the HE transition. Experts are calling for evidence-based programs to develop a core set of self-advocacy knowledge and skills which may mitigate these challenges and support a successful HE transition. CIU will meet this need as a unique resource in the field. At the completion of this project, we will have a prototype website, consisting of SWCI and parent contents on core transition topics, such as applying for HE accommodations, understanding legal rights, and self- advocating in academic and social situations. Phase II will add interactive components and additional topics. The feasibility evaluation will explore the extent to which exposure to the CIU prototype changes SWCI knowledge on HE transition topics, positive attitudes towards self-advocating in HE environments, self-efficacy to self-advocate, and intentions to self-advocate, and parents' knowledge about and self-efficacy and intentions to support their children on HE transition topics. Taken together, CIU and its feasibility results aim to develop SWCI and parent self-advocacy knowledge and skills that support a successful academic and social transition to HE and establish CIU's feasibility for further development in Phase II.