Résumés
Abstract
This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.’s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semi-structured interviews, seven themes emerged to address two research questions: (a) improve students’ learning skills; (b) support students’ career development; (c) improve students’ executive functioning skills; (d) improve students’ transition skills, (e) use flexible classrooms to support students; (f) support students’ skills development; and (g) develop students’ self-awareness skills. The discussions highlight the challenges, approaches, and conceptual implementations of the findings, within the broader literature, on faculty approaches to students' development of self-advocacy skills.
Keywords:
- Self-Advocacy Skills,
- Autistic College Students,
- Undergraduate
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Biographical note
Abdul-Hakeem Imoro is the Assistant Director of the Office of Undergraduate Research, Scholarly, and Creative Activity at John Hopkins University. In this role, he mentors undergraduates engaged in independent research projects and visiting undergraduates participating in summer research programs. Dr. Imoro holds a Bachelor of Arts in Communication from Kean University. He earned his Master of Science in Public Policy from Drexel University and a Doctorate in Higher Education Administration and Policy from Widener University. Dr. Imoro is an expert in education policy. He has spent many years as a researcher and analyst in various contexts — from higher education to private firms and government agencies.