Examining Self-Advocacy and its Impact On Academic Achievement For High School Students With Special Education Needs

Paul Scharnweber


Although this action research study does not specifically identify those risk factors (ex. loneliness) or protective factors (ex. hope) outside of the public school environment that influence high school students' abilities to advocate effectively for their individual learning needs, the researcher is aware of the influences that these environmental factors have on students' overall ability to learn and succeed within the high school environment (Kotzer & Margalit, 2007, p. 445). This study does, however, examine the impact self-advocacy practices within the high school environment has upon the academic achievement of high school students with special education needs.