Self-advocacy training for students with cochlear implants entering college

描述(由申请人提供)：KDHRC(KDHRC)建议开发人工耳蜗植入大学(CIU)网站，这是一个针对16至21岁患有人工耳蜗的高中生和大学生(SWCI)及其父母的自我倡导培训工具，以发展自我倡导知识和技能，以支持成功地向高等教育(HE)的学术和社会过渡。CiU的主要目标是增加SWCI关于高等教育过渡主题的知识，例如他们的合法权利，在高等教育环境中对自我倡导的积极态度，自我倡导的自我效能，以及自我倡导的意图--所有这些都是自我倡导技能发展的前兆。家长的支持与SWCI的学业和社会成功相关，因此，CIU的次要目标是增加SWCI家长对SWCI的知识和自我效能，以及支持他们的孩子在高等教育过渡主题上的意图，例如如何申请高等教育课堂住宿。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，例如高辍学率和糟糕的学术和社会结果。然而，缺乏针对SWCI和高等教育过渡的自我宣传计划。专家们呼吁开展以证据为基础的计划，发展一套核心的自我宣传知识和技能，以缓解这些挑战，并支持成功的高等教育转型。CiU将作为该领域的独特资源来满足这一需求。在完成这项工作后 在这个项目中，我们将有一个原型网站，由SWCI和家长内容组成，内容涉及核心过渡主题，如申请高等教育住宿、了解法律权利以及在学术和社交场合自我倡导。第二阶段将增加互动部分和其他主题。可行性评估将探索在多大程度上，接触CIU原型会改变SWCI对高等教育过渡主题的知识、对高等教育环境中自我倡导的积极态度、自我倡导的自我效能和自我倡导的意图，以及父母对高等教育过渡主题的知识、自我效能和支持子女的意图。综上所述，CIU及其可行性结果旨在发展SWCI和家长自我倡导的知识和技能，以支持向高等教育的成功学术和社会过渡，并确定CIU在第二阶段进一步发展的可行性。

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.