Knowledge, Perceptions, and Practice of Self-Advocacy in Grade 9 Students with Learning Disabilities: A Case Study of the High School Transition Experience
Bibliographic record
Abstract
AbstractThe high school transition provides critical opportunities for self-discovery and goal-setting for students with Learning Disabilities (LD), and can influence high school graduation rates. Research and current education legislation and guidelines in Ontario endorse the importance of self-advocacy skills to assist with a successful transition. Although research has determined that students with LD benefit from direct instruction of self-determination and/or self-advocacy skills, current interventions for students with LD in Ontario schools are limited, informal, or focused on post-secondary transition. To explore the knowledge, perceptions, and practice of self-advocacy strategies during the transition to high school, semi-structured interviews and questionnaires were completed with five Grade 9 students with LD, and their mothers, within a case study design. Thematic analysis identified the four main themes of self-awareness, self-confidence, educators’ response to self-advocacy, and parent advocacy. Supports and barriers that affect the practice of self-advocacy skills during the high school transition are discussed in light of the inter-related responsibilities of educators and special education staff, students, parents, and school clinicians. The practical implications of this study suggest a strong emphasis on fostering collaboration that values the voices of both students and parents, and allows students to feel empowered. Students with LD would benefit from self-advocacy opportunities to prepare them for the high school transition, in partnership with their home and school support teams.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".