Teaching Self-Advocacy for Students with Developmental Variations in Primary Grades

Author

Sarah E. Sloane, Bank Street College of Education

Date of Award

5-1-2016

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

First Advisor

Sean O'Shea

Abstract

Discusses children who have disabilities, refered to in this paper as "developmental variations," and how they are either not taught how to advocate for themselves or are not given an opportunity to do so. This paper explores the various components to teaching this skill.

Comments

Childhood Special Education

Recommended Citation

Sloane, S. E. (2016). Teaching Self-Advocacy for Students with Developmental Variations in Primary Grades. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/160