Instructors’ Commitment towards Improving Self-Advocacy Skills of Students with Disabilities in Higher Education Institutions: Evidence from Hawassa University

Misahun Shumetu; Adem Felema

doi:10.37284/eajes.6.2.1401

Misahun Shumetu Hawassa University
Adem Felema Hawassa University

DOI: https://doi.org/10.37284/eajes.6.2.1401

Keywords: Self-Advocacy, Knowledge of Right, Knowledge of Self, Communication, Students with Disabilities

Share Article:

Abstract

Although some students with disabilities (SWDs) have been able to reach higher education institutions (HEIs) in complex situations, they still face significant challenges. Educators posit that the acquisition of self-advocacy skills can be instrumental in facilitating the smooth transition of SWDs to HEIs. Instructors have an important role to play in improving self-advocacy skills. It is also the responsibility of all stakeholders to train, teach, and equip self-advocacy skills. Nonetheless, not all instructors commit to teaching self-advocacy skills to SWDs. The purpose of this study is to examine the level of commitment exhibited by instructors towards improving the self-advocacy skills of SWDs. The research approach was a mixed method with an explanatory sequential design. One hundred fifty instructors were selected from three colleges of Hawassa University through a stratified proportionate random sampling technique. The quantitative data were analysed using descriptive and inferential statistics (Kruskal-Wallis statistical test), and the qualitative data obtained through the interview were analysed qualitatively. The quantitative finding of the study showed that respondent instructors were found to have a low commitment toward improving SWDs’ knowledge of self, knowledge of their rights, and communication skills. Besides, a qualitative finding of the study indicates that almost all participants did not have the skills and knowledge to teach and improve self-advocacy skills for SWDs. The researchers came to the conclusion that real-life experiences in dealing with SWDs need to be provided, especially to instructors without any counselling background and who have no better understanding of SWDs through training and workshops

Downloads

Download data is not yet available.

References

Abera, T., &Negassa, D. (2019). Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia. International Journal of Education and Literacy Studies, 7(2), 1-8.

Almaz, T. (2011). Attitudes of Ethiopian college students toward people with visible disabilities (Unpublished Doctoral Thesis), University of Iowa, Iowa, United States of America.

Barnett, K. (2014). Exploring the Teaching Nursing Home Model: Literature Review to Inform the National Evaluation of the TRACS Program. Australian Workplace Innovation and Social Research Centre, The University of Adelaide.

Ben, L., & Cindy, C. (2018). Transitional Challenges for Students with Disabilities During a Period of Systemic Imbalance. Journal of Postsecondary Education and Disability, 31(2), 149–159.

Benitez, D., Morningstar, M. E., & Frey, B. (2009). A multistate survey of special education teachers’ perceptions of their transition competencies. Career Development for Exceptional Individuals, 32(1), 6–16.

Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25(4), 453–471.

Birhanu, M. (2015). Perception of students and instructors toward students with disabilities: Issues, challenges, and opportunities to implement inclusive education. Research Journal of Educational Studies and Review, 1(2), 30–56.

Brinkerhoff, L. C., McGuire, J. M., & Shaw, S. F. (2002). Postsecondary Education and Transition for Students with Learning Disabilities (2nd ed.). Pro-Ed

Brinckerhoff, L. C. (1993). Self-advocacy: A critical skill for college students with learning disabilities. Family & Community Health, 16(3), 23–33.

Cawthon, S., & Cole, E. (2010). Postsecondary students who have a Learning Disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23(2), 112–125.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc.

Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in Schools, 1(2), 144–171.

DeJong, G., & Batavia, A. I. (1990). The Americans with Disabilities Act and the Current State of U.S. Disability Policy. Journal of Disability Policy Studies, 1(3), 65–75.

Getzel, E. E., & Briel, L. W. (2006). Pursuing Postsecondary Education Opportunities for Individuals with Disabilities. In P. Wehman (Ed.), Life Beyond the Classroom: Transition Strategies for Young People with Disabilities (pp. 355–368). Paul H. Brookes.

Getzel, E. E., & McManus, S. (2005). Expanding Support Services on Campus. In E. E. Getzel & P. Wehman (Eds.), Going to College: Expanding Opportunities for People with Disabilities (pp. 139–154). Paul H. Brookes.

Hilary, L. K. (2006) Self-Advocacy Program Self-Advocacy Programs for College Students with Disabilities: A Framework for Assessment. Annual Meeting of the American Educational Research Association, San Francisco, 7-11 April 2006.

Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68(4), 519–531.

Kuipers, P. (2014). Empowerment in Community-based Rehabilitation and Disability-inclusive Development. Disability, CBR& Inclusive Development, 24(4), 24-42.

Lan, Y. S. (2007). Self-advocacy movement of a person with learning disabilities: A case study in the Malaysia context. Tesis Master, Fakulti Pendidikan. Universiti Malaya.

Madaus, J. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37(3), 32–37.

Mustafa, A. (2017). The Effects of Teacher Commitment on Student Achievement: A Case Study in Iraq. International Journal of Academic Research in Business & Social Sciences, 7(11), 417–426.

Nor, S. M., & Rashed, Z. N. (2018). Peranan dan cabaran guru-guru pendidikankhasmembentukkemenjadian murid-murid masalahpendengarandalamabadke 21. Journal of Quran Sunnah Education and Special Needs, 2(1), 1–8.

Nuri, N. M., Ali, M. M., & Salleh, N. M. (2021). Teachers’ knowledge, skills, and readiness in the guidance of self-advocacy skills to students with special needs. International Journal of Academic Research in Progressive Education and Development, 10(3), 563-578.

Raymond, B. F. (1964). The “Committed” Teacher. Association for Supervision and curriculum development: Department of Education, Northern Illinois University, de-Kalb.

Schelling, A. (2010) Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. Ed.D. Dissertation, Western Michigan University, Michigan.

Stodden, R., Jones, M., & Chang, K. (2002). Services supports, and accommodations for individuals with disabilities: An analysis across secondary education, postsecondary education, and employment. University of Hawaii-Manoa, Centre on Disability Studies.

Tedla, T. A. (2017). The Importance of Self-Advocacy Skills for Students with Disabilities in Higher Education for a Full Inclusion and a Glimpse of Ethiopian Case: A Review of Related Literature. OAlib, 04(01), 1–8.

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special education, 26(1), 43-54.

Tirussew, T., Alemayehu, T., Fantahun, A., Sewalem, T. and Yirgashewa, B. (2013). Employability of Graduate Students with Disability in Ethiopia (Unpublished research) done in collaboration with Addis Ababa and Vienna Universities. Sponsored by Appear Austrian Development Cooperation.

Tirussew, T., Daniel, D., Alemanyehu, T., Fantahun, A., Sewalem, T., Tilahun, A., Yirgashewa, B., & Yeshitila, M. (2014). Assessment of the situation of students with disabilities in the Ethiopian Universities. Department of Special Needs Education, Addis Ababa University.

Tsui, K. T., & Cheng, Y. C. (1999, September). School Organizational Health and Teacher Commitment: A Contingency Study with Multi-level Analysis. Educational Research and Evaluation, 5(3), 249–268.

Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). Online submission.

Wagner, M., Marder, C., Blackorby, J., Cameto, R., Newman, L., Levine, P., & Davies-Mercier, E. (2003). The Achievements of Youth with Disabilities during Secondary School: A Report from the National Longitudinal Transition Study-2 (NLTS2). SRI International, Menlo Park.

Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional children, 63(2), 245-255.