An integrated program to teach self-advocacy techniques to students with disabilities was implemented in one Louisiana School District. Students (171) with mild disabilities were exposed to explicit instruction in self-advocacy skills. Student's GPAs were compared from one semester in the 2018-2019 school year and one semester in the 2019-2020…

Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory…

Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in…

Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on…

Students can become self-determined young adults with improved outcomes if they learn the necessary skills early. Participants in this qualitative study were seven teachers of the visually impaired or orientation and mobility specialists and seven teachers of students who are deaf or hard of hearing. The purpose of this qualitative research study…