Transcript A SURVEY OF HAWAII TEACHERS’ PERCEPTIONS OF PROMOTION …

A SURVEY OF HAWAII TEACHERS’
PERCEPTIONS
OF PROMOTION OF SELF-ADVOCACY
SKILLS
IN SECONDARY STUDENTS
WITH DISABILITIES
A Dissertation Defense
Submitted to the
Faculty of Argosy University Campus
in Partial Fulfillment of
the Requirements for the Degree of
Doctor of Education
Laura Ann Farris
Abstract

This investigation was to examine the findings of
a survey given to Hawaii special education
teachers regarding their opinions in the promotion
of self-advocacy skills in students with disabilities.

Respondents were special education teachers in
the middle and high school settings in Honolulu
District Public Schools serving students with
varying types and severities of disabilities.
Significant Findings


A significant difference was found between
Hawaii teachers and their Mainland
counterparts about promotion of selfadvocacy skills in disabled students.
A positive moderate correlation was found
between the strength of the belief to promote
self-advocacy skills and the number of
disability groups that would benefit.
Implicated Findings
• Degree of familiarity Sp Ed teachers have with
the term
• Helpfulness in regard to students’ post-high
school goals
• Types of self-advocacy strategies used with
students
• Disability groups that would most apt to benefit
from training
• And reasons why self-advocacy instruction may
not be provided.
What the Literature Supports


Many disabled young adults leave high
school without these necessary skills to go to
college or find work. (Stang, Carter, Lane, & Pierson, 2009)
In Hawaii, graduates with disabilities are
typically less able to self-advocate than nondisabled peers, creating a high rate of
unemployment, dependence on parents,
social isolation, and less involvement in the
community. (Hawaii Workforce Development Council, 2005)
Why this Study?
What the Literature Supports

Research shows that high school students who
can articulate their goals and needs exhibit higher
levels of success in postsecondary settings.
(Brinckeroff, 1993; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997)

There is reported increased postsecondary
success related to environmental characteristics
that support self-advocacy (strong self-advocacy
role models, self-advocacy skill instruction,
opportunities for decision-making, positive
communication patterns, high expectations, and
availability of supports). (Field, Sarver, & Shaw, 2003)
What is Self-Advocacy?
What is Self-Determination?

Self-advocacy/Self determination is considered to
be a set of acquired skills which empower an
individual to act autonomously, become more selfsufficient, and responsible for self. (Stang, Carter, Lane, & Pierson, 2009)
Throughout literature, the terms self-determination and self-advocacy
have been reported to be used as interchangeable terminology (Field,
1996).
Self-Determination & Self-Advocacy
=
Interchangeable Terminology
Advocating
for Others’
Causes
Political
Action
+ Strengths + Preferences + Goals + Dreams +
Interests + Learning Style + Support Needs +
Accommodations + Characteristics of Disability +
Responsibilities + Personal Rights + Consumer
Rights + Steps to Redress Violations +
Knowledge of Resources + Assertiveness +
Negotiation + Articulation + Listening +
Persuasion + Compromise + Problem Solving +
Assistive Technology + Decision Making + SelfAwareness + Organizational Participation +
Body Language + Team Dynamics + Roles +
+ Choice
Making +
Civil Rights
SelfManagement
Definitive Four Point Conceptual
Framework
(Test, Fowler, Wood, Brewer, & Eddy, 2005)
Knowledge of Self (Ability to identify self-interests, express
preferences, understand disability, be able to voice
accommodations or needs, and realize responsibilities)
Knowledge of Rights (Ability to know personal, community,
consumer, and educational rights, be able to redress violations, and
advocate for change)
Communication Skills (To be able to be assertive, use
negotiation, persuasion, articulate, read body language, and
assistive technology)
Leadership Skills (To understand group dynamics, participate
in organizations, and advocate for other causes)
Research Questions
(1) To what degree do Hawaii DOE special education
teachers perceive promotion of self-advocacy
skills as desirable in their students with disabilities?
(2) Do Hawaii DOE special education teachers believe
self-advocacy skill promotion to be more important
for college bound special education students than
those special education students with other post
graduate goals?
Research Questions
(3) Do special education teachers who teach academic
skills feel differently about the promotion of selfadvocacy skills verses those who teach functional
life skills programs?
(4) Do the severities or types of disabilities of the
special education students affect perceptions of
teachers and self-advocacy promotion?
(5) Does years of experience in teaching affect
perceptions of importance of teaching self-advocacy
to special education students?
Research Hypotheses

[H10]: There is no significant difference between
the Hawaii DOE special education teachers’
perceptions and their mainland counterparts’
perceptions in the importance of promoting selfadvocacy in disabled students.

[H1A]: There is a significant degree of concern
between the Hawaii DOE special education
teachers’ perceptions and their mainland
counterparts in the importance of promoting selfadvocacy in disabled students.
Research Hypotheses

[H20]: There is no significant difference between
Hawaii DOE special education teachers’
perceptions that self-advocacy skill promotion is
more important for college bound students than
those with other post graduate goals.

[H2A]: There is a significant degree of concern in
Hawaii DOE special education teachers’
perceptions that self-advocacy skill promotion is
more important for college bound students than
those with other post graduate goals.
Research Hypotheses

[H30]: There is no significant difference regarding
perceptions in promoting self-advocacy skills in
disabled students between Special Education
teachers in Hawaii DOE who teach academic
curriculum and those who teach functional life
skills programs.

[H3A]: There is a significant difference regarding
perceptions in promoting self-advocacy skills in
disabled students between Special Education
teachers in Hawaii DOE who teach academic
curriculum and those who teach functional life
skills programs.
Research Hypotheses

[H40]: There is no significant difference between Hawaii
DOE special education teachers’ perceptions that selfadvocacy skill promotion is more important for special
education students with lesser type disabilities than
those with more severe disabilities.

[H4A]:There is significant difference between Hawaii DOE
special education teachers’ perceptions that selfadvocacy skill promotion is more important for special
education students with lesser type disabilities than
those with more severe disabilities.
Research Hypotheses

[H50]: Regarding how long a teacher has been teaching,
there is no significant difference between Hawaii DOE
special education teachers’ perceptions in selfadvocacy skill promotion.

[H5A]: Regarding how long a teacher has been teaching,
there is a significant difference between Hawaii DOE
special education teachers’ perceptions in selfadvocacy skill promotion.
Procedures
Permission was granted by Hawaii DOE
and (Conditional) Argosy IRB.
 School principals were individually
contacted/visited by the researcher.
 Permission to conduct research in each
school was granted by individual principals.
(11 out of 16 possible middle and high
schools chose to participate)

Research Begins!

Full IRB certification was given January 2012

During the month of January paper/pencil
survey packets were dropped off at participating
middle and high schools.

Packets included:
Teacher Information Letter
3 Active Consent Forms / SASE
Survey /SASE
To Assure Anonymity
Procedures

A principal-appointed-person placed a survey
packet in each special education teacher’s
school mailbox.

Special education teachers then:
(1) Read Information letter
(2) Voluntarily decided whether or not to participate
(3) Signed Active Consent Forms: Researcher/School/Self
(4) Filled out survey and mailed to researcher
Time Frame

Teachers were notified on the bottom of the
survey to please return within a two week
period from drop off date.
(Date was hand written in)


A blanket reminder email was sent to
principals and special education teachers
towards the end of January.
Surveys ceased to be returned after
January 31, 2012.
Sample Size
Total surveys distributed: (N = 120)
Total surveys returned: (N = 40)
(33% return rate)
Respondents were not:
• Identified in any way
• Any designated ethnic group
• Institutionalized protected group
• Under 21 years of age
Participation Protection


All Consent Forms and Surveys are held in
secure file cabinet by researcher
All collected materials will be permanently
destroyed April 19, 2015.
Instrumentation




Three page Opinionnaire survey consisting
of 10 questions
Adapted from a study done by Wehmeyer,
Agran, and Hughes (2000) (With permissions)
First 7 questions related to teacher
perceptions of self-advocacy promotion in
special education students
Last 3 questions are demographic to sort
responses into comparative groups
Validity & Reliability

Validity
Pilot tested (n = 5)
Other teacher and professional feedback
Content validity – provides definitions

Reliability
A previously used and proven survey


Limitations




Comparing to a study done 12 years prior
Although a 33% return rate is considered
“good” for a blind sent survey, 40 respondents
may be considered a small sample group.
Fairly homogonous group of special ed
teachers (no outer island participants)
The survey itself…right questions asked?
Should other questions been included?
So What Does the Opinionnaire
Survey Look Like?
Survey & Scoring
General Knowledge Questions
1. Are you familiar with the term ‘self-advocacy’? Yes
(Go to Question 2)
No
(Go to Question 3)
Each yes/no response was tallied, given a one point value, and reported as a
percent of the sample population size.
2. If yes, from what source have you heard the term? (Mark all that apply).
Undergraduate training Graduate training
District in-service
Conference or workshop
Education text
Professional journal articles
Colleagues
Other ________________________
Each response checked was counted as one-point and be reported as percent
of the “yes” respondent population.
[H1]: Degree of Concern in
Promotion of Self-Advocacy Skills
3. Compared to other instructional areas, how important do you think teaching the
following self-advocacy skills and behaviors are? Check only one response for each question.
a., b., c., and d. were reported as a mean of means. Comparison was made with the
similar Wehmeyer, Agran, and Hughes study (2000) to test for significance.
a. Knowledge of Self (Teaching students to identify interests, express preferences, understand learning style and
characteristics of disability, voice accommodation needs, and know responsibilities).
1
2
3
4
5
6
Not At All
Somewhat
Very Important
b. Knowledge of Rights (Teaching students to know personal, community, consumer, and educational rights, how to
redress violations, how to advocate for change, and knowledge of available resources).
1
2
3
4
5
6
Not At All
Somewhat
Very Important
c. Communication Skills (Teaching students to be assertive, to use negotiation, persuasion, and compromise to
fulfill needs, recognize the importance of being articulate, to read body language, and use assistive
technology).
1
2
3
4
5
6
Not At All
Somewhat
Very Important
d. Leadership Skills (Teaching students to advocate for others or for causes, to be involved in political action, to
understand team dynamics and roles, to have knowledge of groups’ rights, and participate in organizations).
1
2
3
4
5
6
Not At All
Somewhat
Very Important
[H2]: College-Bound vs. Other
Postsecondary Goals
4. How helpful will teaching self-advocacy skills prepare your students for post-school
life in the following areas?
(Question 4 a., b., c., d., and e. were calculated as a mean of means. (1) “a” was
compared to “b,c,d,e” and (2) “a,b” was compared to “c,d,e”.
1
1
1
1
1
a. Enrolling and completing a two or four year college program?
2
3
4
Not Helpful
Somewhat Helpful
b. Enrolling and completing a vocational school or trade school program?
2
3
4
Not Helpful
Somewhat Helpful
c. Getting and holding a job?
2
3
4
Not Helpful
Somewhat Helpful
d. Navigating the community?
2
3
4
Not Helpful
Somewhat Helpful
e. Living at home or in a residential care setting?
2
3
4
Not Helpful
Somewhat Helpful
5
6
Very Helpful
5
6
Very Helpful
5
6
Very Helpful
5
6
Very Helpful
5
6
Very Helpful
General Knowledge
Information
5. Have you used any of the following self-advocacy strategies?
“Always, Sometimes, Rarely, and Never” responses for each statement (a, b, c, d, e, f, g,
and h) were tallied and reported as percentages.
a. Required attendance/participation in IEP meetings.
b. Listed student’s personal interests, abilities, and post-school goals in IEP.
c. Provide opportunities for work experiences relevant and aligned to student interests
d. Students participate in community service.
e. Students are taught self-management practices that lead to healthy choices.
f. Students are able to create healthy relationships or have positive mentors, role
models, and/or other nurturing adults supporting them.
g. Opportunities exist for students to engage in leadership experiences, develop plans,
make decisions, and solve problems.
h. Instruction on assistive or advancing technology.
Always
Sometimes
Rarely
Never
[H4]: Disabilities Perceived as
Most Able to Benefit
6. Which disability group(s) would benefit MOST from selfadvocacy training?
Specific Learning Disabilities
Mental Retardation
Mild Moderate Severe
Multiple Disabilities
Orthopedic Impairments
Autism
Other Health Impairment
Speech or Language Impairments
Serious Emotional Disturbance
Traumatic Brain Injury
Hearing Impairments/Deafness
Visual Impairments
Deaf-Blindness
Each answer checked in Question 6 will receive a one
point value. (Respondents may check more than one). A
Pearson’s Correlation was performed between number of choices
marked and the total self-advocacy rating score from Question 3
(How important do you think teaching self-advocacy is?)
General Knowledge
Information
7. What reasons might lead you to decide NOT to provide instruction in selfadvocacy areas? (Check all that apply).
Students already have adequate self-advocacy skills.
Someone else is responsible for instruction in this area.
If so, please list responsible party. (Position not name) _____________
Don’t have sufficient time to provide instruction in these areas.
Don’t have the latitude (support from administration) to provide instruction in these
areas
Other areas of instruction are more urgent.
Students would not benefit from instruction in these areas because of
their characteristics (level of ability, capacity to engage in behavior, etc.).
Don’t have sufficient training or information on teaching self-advocacy.
Not aware of available curricular or assessment materials, or familiar
with instructional methods or strategies related to self-advocacy.
Other
This information was not used in a statistical test but reported in percentage rank
order with each response marked getting one point value. Respondents may choose
one or more responses.
Respondent Information

Respondent information 8 and 9 will be used to
sort data for statistical significance.
8. What content or curricular area are you responsible for?
Academic
Functional/ Life Skills
Both
9. How many years have you been teaching?
0-5 years
6-15 years Over 15
10. Are you over the age of 21?
(For IRB purposes)
YES
NO
[H3]: Teaching Academic
Program vs. Functional Life Skills
Program
Responses to Question 8 provided the
information needed to divide the surveys
into two groups:
Academic vs. Functional Life Skills
(n = 26)
(n = 14)
(“Both” was sorted into Functional/LS group)
An Independent samples t-test was run to test
for significance.
[H5]:
Years of Experience Teaching
Responses to Question 9 provided the
information needed to divide the surveys into
three groups:
Years of Teaching Experience
0-5
6-15
Over 15
(n = 13)
(n = 12)
(n = 15)
A one way analysis of variance (ANOVA) was
performed on the statistics to test for significance.
Collection of Surveys
Surveys and
consent forms
were received
at a secure
Post Office Box
in Honolulu, HI.
The researcher
picked them up
on a daily basis.
Data Analysis
Surveys were collected and divided
into scoring groups per each
hypothesis
 First, manual recording of data was
done to identify trends
 Then data was entered into SPSS
and run for significance

Prior Knowledge
Understanding of Definition

Throughout literature, the terms selfdetermination and self-advocacy have been
reported to be used as interchangeable
terminology (Field, 1996).

Wehmeyer, Agran, and Hughes found 60% of educators were
familiar with the term self-determination (2000)

Grigal, Neubert, Moon, and Graham reported 66% of the population
surveyed were familiar with the term self-advocacy (2003).

The current research, A Survey of Hawaii Teachers’ Perceptions of
Promotion of Self-Advocacy Skills in Secondary Students, shows
that 92.5% of the respondents were familiar with the construct of
self-advocacy (2012).
Self-Advocacy
Sources of Knowledge (n = 40)
Source
Frequency = “yes” Percentage (n = 40) (W,A, & H)
______________________________________________________
Graduate Training
21
52.5%
(26%)
Colleagues
20
50.0%
(14%)
Conference or Workshop 19
47.5%
(30%)
Undergraduate Training
16
40.0%
(12%)
Professional Journals
13
32.5%
*(36%)
District In-Service
12
30.0%
( 9%)
Education Text
12
30.0%
(13%)
Other
5
12.5%
NA
______________________________________________________

Note. Total sum does not equal 100%. Respondents could choose
more than one response.
Results:
Research Hypotheses 1
To what degree do Hawaii DOE special education
teachers perceive promotion of self-advocacy
skills as desirable in their students with disabilities?
[H10]: There is no significant difference between the Hawaii DOE
special education teachers’ perceptions and their mainland
counterparts’ perceptions in the importance of promoting
self-advocacy in disabled students.
[H1A]: There is a significant degree of concern between the Hawaii
DOE special education teachers’ perceptions and their
mainland counterparts in the importance of promoting selfadvocacy in disabled students.
How Was Significance
Tested?

The researcher (with permissions) replicated and
adapted a portion of a study done by Wehmeyer,
Agran & Hughes (2000)
“A National Survey of Teachers’ Promotion of Self-Determination and Student Directed Learning”



The current research divides “self-advocacy” into 4
sub-components whereas the W, A, & H study divides
“self-determination” into 7 components.
Both studies used a 6-point Likert scale for teachers
to rate importance of S-A or S-D.
The mean of means for each S-A & S-D was calculated
and compared using an independent samples t-test.
Mean Values
(Both Studies)
Means of Sub-Components of Self-Advocacy from Current Study (2005)
Instructional domain
N
Mean
SD
________________________________________________________________________
Knowledge of Self
40
5.6750
.69384
Knowledge of Rights
40
5.3000
.82275
Communication Skills
40
5.6250
.66747
Leadership Skills
40
4.6000
1.10477
________________________________________________________________________
Means of Sub-Components of Self-Determination (Wehmeyer et al, 2000)
Instructional domain
N
Mean
SD
________________________________________________________________________
Decision making
1219
4.93
1.22
Problem Solving
1219
4.94
1.23
Choice Making
1219
5.03
1.05
Self-Management
1219
4.77
1.29
Self-Awareness
1219
4.77
1.22
Self-Advocacy
1219
4.56
1.34
Goal Setting
1219
4.46
1.38
Results: Hypothesis 1
The Wehmeyer, Agran, and Hughes, A National Survey of
Teachers’ Promotion of Self-Determination and Student
Directed Learning (2000), indicated a mean score of
4.84 (out of 6.00) for importance of self-determination.
The current research, A Survey of Hawaii Teachers’
Perceptions of Promotion of Self-Advocacy Skills in
Secondary Students indicated a mean score of 5.3025
(out of the same 6.00 point rating scale) for importance
of self-advocacy.
The mean difference between the Hawaii
teacher population and the mainland teacher
population yielded a score of 0.46 (5.30 – 4.84
= 0.46).
Significance:
Hypothesis 1

Critical value of t at α = .01
on 1179 degrees of freedom
is 3.291.
The t-test showed an obtained value of 4.602.
STATISTICALLY SIGNIFICANT
So the null hypothesis is rejected
the alternative hypothesis is accepted.
Hawaii special education teachers place more
importance in promoting self-advocacy skills than
their mainland counterparts.
Implied Significance:
Hypothesis 1

In comparison to the similar Wehmeyer, Agran, and Hughes study
(2000)….. may be due to increased awareness during the 12 year
span between the studies.

…..may be due to the culture of the Hawaiian Islands. Hawaiians
define themselves by their relationships to each other, their
ancestors, and their land. It is important to honor and nurture
others and everyone is expected to contribute in some way to the
community. Every person has a responsibility to use their talents to
benefit the entire “ohana” (family) (Office of Hawaiian Affairs, 2011).

…..may be these basic beliefs that also foster the importance to be
able to self-advocate.
Results:
Research Hypotheses 2
(2) Do Hawaii DOE special education teachers believe selfadvocacy skill promotion to be more important for
college bound special education students than those
special education students with other post graduate
goals?
[H20]: There is no significant difference between Hawaii DOE
special education teachers’ perceptions that self-advocacy skill
promotion is more important for college bound students than those with
other post graduate goals.
[H2A]: There is a significant degree of concern in Hawaii DOE special
education teachers’ perceptions that self-advocacy skill promotion is
more important for college bound students than those with other post
graduate goals.
How Was Significance
Tested?
Responses to Question 4, How helpful will self
advocacy skills prepare students for
a)
b)
c)
d)
e)
College?
Vocational School?
Getting / Holding Employment?
Navigating Community?
Living at Home / Residential Setting?
were grouped
“a” vs. “b, c, d, e”.
(Again a 6-point Likert scale)
Mean Scores 5.50 and 5.3188
When an independent samples t-test was run…
Hypothesis 2: Was Significance
Found?
A significance of .545 was found.
_________________________________________________________________
Post-High School Goals N
Mean
SD
SEM
Two/Four Year College
1
5.50
Other Options
4
5.32
.238
.119
_____________________________________________________________
Note. SED .26651 T-Value .680 Level of Sig ..545 95% Conf. Interval Lower –.66691 Upper
1.02941
Results indicate no significant difference in Hawaii special
education teachers’ perceptions in promoting selfadvocacy to those disabled students planning to attend
college. The null hypothesis is accepted.
Did Teachers Perceive Voc Ed
as College Also?
Responses to Question 4, How helpful will self
advocacy skills prepare students for
a)
b)
c)
d)
e)
College?
Vocational School?
Getting / Holding Employment?
Navigating Community?
Living at Home / Residential Setting?
were grouped
“a ,b” vs. “c, d, e”.
(Again a 6-point Likert scale)
Mean Scores 5.44 and 5.30
When an independent samples t-test was run…
Again, Hypothesis 2:
Was Significance Found?
A significance of .576 was found.
_________________________________________________________________
Post-High School Goals
N
Mean
SD
SEM
College / Voc Ed
2
5.44
.088
.062
Other Options
3
5.30
.288
.166
_____________________________________________________________
Note. SED .21989 T-Value .625 Level of Sig .576 95% Conf. Interval Lower –.56228
Upper .83728
Results indicate no significant difference in Hawaii
special education teachers’ perceptions in promoting
self-advocacy to those disabled students planning to
attend any kind of school. The null hypothesis is
accepted.
Importance of S-A Promotion
with Regard to PHS Goals
Results:
Research Hypotheses 3
Do special education teachers who teach academic skills
feel differently about the promotion of self-advocacy
skills verses those who teach functional life skills
programs?
[H30]: There is no significant difference regarding perceptions in
promoting self-advocacy skills in disabled students between
Special Education teachers in Hawaii DOE who teach academic
curriculum and those who teach functional life skills programs.
[H3A]: There is a significant difference regarding perceptions in
promoting self-advocacy skills in disabled students between
Special Education teachers in Hawaii DOE who teach academic
curriculum and those who teach functional life skills programs.
How Was Significance
Tested?

Responses to Question 3, Likert responses
on importance of self-advocacy, were
grouped into two groups:
Academic vs. Functional Life Skills
(n = 26)
(n = 14)
Respondents who chose “Both” were sorted into Functional/LS group.
Responses to Question 8 provided sorting information.
The four components of the self-advocacy definition were added
providing a total “strength score” ranging from 16 to 24.
Academic Mean 20.85
FLS Mean 21.79
Hypothesis 3:
Was Significance Found?
Academic
FLS
N
26
14
Mean
20.85
21.79
SD
2.62
2.15
SEM
.513
.579
_________________________________________________________________________________
Note: SED .81863 T-Value -1.148 Lvel of Sig .267 95% Conf. Interval Lower -.2.59680 Upper .71768
The t-test showed a significance of .258. Results
indicate there is no significance difference so the
null hypothesis is accepted and the alternative
hypothesis is rejected.
There is no difference in special education teachers’
perceptions. Those who teach academics do not differ
form those who teach functional life skills.
Results:
Research Hypotheses 4
Do the severities or types of disabilities of the
special education students affect perceptions
of teachers and self-advocacy promotion?
[H40]: There is no significant difference between Hawaii DOE
special education teachers’ perceptions that self-advocacy
skill promotion is more important for special education
students with lesser type disabilities than those with more
severe disabilities.
[H4A]:There is significant difference between Hawaii DOE special
education teachers’ perceptions that self-advocacy skill
promotion is more important for special education students
with lesser type disabilities than those with more severe
disabilities.
How Was Significance
Tested?




Teachers were asked to discern which
disability group(s) would benefit MOST from
self-advocacy training.
Results were tallied using IDEA disability
definitions.
Total self-advocacy scores were used from
Question 3 of the survey (Importance of
promoting self-advocacy skills).
A Pearson Correlation was run to test for an
association.
Pearson Correlation

X - Axis = Strength Value of Self-Advocacy
Y - Axis = Number of Benefiting Disabilities

(r = .407, n = 40, p = .05)

In the Social Sciences a correlation
coefficient of r = .407 is considered to be a
moderate association.

Graphic Representation
Scatter Plot with Line of Good Fit
Possible Outlier:
One respondent felt selfadvocacy promotion as
very important (24 out of
24 score) but felt that only
one disability group would
benefit from instruction
(Learning Disability).
Rank Order of Disabilities MOST
Able to Benefit from Training
Severe Learning Disabilities
Visual Impairments
Mental Retardation
(Mild 67.5%
Moderate 25.0%
97.5%
70.0%
67.5%
Severe 7.50%)
Hearing Impairments/Deafness
Autism
Orthopedic Impairments
Deaf-Blind
Speech or Language Impairments
Serious Emotional Disturbance
Multiple Disabilities
Other Health Impairment
Traumatic Brain Injury
65.0%
62.5%
62.5%
60.0%
57.5%
50.0%
47.5%
45.0%
35.0%
Results:
Research Hypotheses 5
Does years of experience in teaching affect
perceptions of importance of teaching selfadvocacy to special education students?


[H50]: Regarding how long a teacher has been
teaching, there is no significant difference between
Hawaii DOE special education teachers’ perceptions
in self-advocacy skill promotion.
[H5A]: Regarding how long a teacher has been
teaching, there is a significant difference between
Hawaii DOE special education teachers’ perceptions
in self-advocacy skill promotion.
Hypothesis 5:
Was Significance Found?
Question 9 of survey asks teachers how
long they have been teaching…
a) 0 – 5
b) 6 – 15
c) Over 15

(Beginning)
(Experienced)
(Veteran)
An Analysis of Variance (ANOVA) was run
to test for significance.
Descriptive Results
Number of Years N
0-5
6-15
Over 15
Number of Years
0-5
6-15
Over 15
Mean
13
12
15
21.07
22.16
20.46
SD
Std. Er.
2.752
2.329
2.231
95% Conf
Lower
95% Conf
Upper
19.41
20.68
19.23
22.74
23.64
21.70
Note. Between Component Variance .28409
.763
.672
.576
Min
Max
16.00 24.00
17.00 24.00
16.00 24.00
ANOVA Results
Self-Advocacy
Sum of
Squares
Between Gr.
Within Gr.
Total
(Tukey HSD)
Teach Ex. Teach Ex.
0-5
6-15
Over 15
6-15
Over 15
0-5
Over 15
0-5
6-15
df
19.452
220.323
239.775
Mean
Square
2
37
39
Mean
Diff
SE
-1.0897
.61026
1.0897
1.7000
-.61026
-1.7000
.976
.924
.976
.945
.924
.945
Sig.
.511
.788
.511
.184
.788
.184
9.726
5.955
95% Conf
Lower
-3.4748
-1.6473
-1.2953
-.6074
-2.8678
-4.0074
F
Sig
1.633
.209
95% Conf
Upper
1.2953
2.8678
3.4748
4.0074
1.6473
.6074
H:5 ANOVA Significance
The Between Groups F Value = 1.633 with a
Significance Factor = .209
All the population means are considered equal.
Results indicate that there are no significant differences
and so the null hypothesis is accepted and the
alternative hypothesis is rejected.
There is no difference in special education teachers’
perceptions in promoting self-advocacy skills regarding
how many years they have been teaching. Beginning
teachers, experienced teachers, and veteran teachers
regard promoting self-advocacy skills in their students
with disabilities in a similar manner.
Other Informational Findings
Even though no statistical tests were
run and findings are not directly
connected to the current research
hypotheses, other
interesting
information
was gleaned.
(theriotrocks.org)
From Question 5
on the Survey
To what extent do special education teachers in Hawaii use
specified (research based) self-advocacy promotion
strategies?
Feelings
Specified Self-Advocacy
Promotion Strategies
Always
Sometimes
Rarely
Personal interests & PHS goals listed in IEP
87.5%
7.5%
0.0%
Create healthy relationships / Positive mentors
60.5%
32.5%
7.5%
Taught self-management practices
55.0%
27.5%
17.5%
Leadership experience
35.0%
45.0%
17.5%
Student IEP Participation
32.5%
55.0%
7.5%
Instruction on assistive or advancing technology
22.5%
60.0%
15.0%
Opportunities for work experiences
15.0%
50.0%
20.0%
Community service opportunity
15.0%
47.5%
20.0%
Never
5.0%
0.0%
0.0%
2.5%
5.0%
2.5%
15.0%
15.0%
Why? Hawaii DOE Teachers
DO NOT Teach Self-Advocacy
Students already display needed self-advocacy skills (35.5%)
Not aware of curriculum “The state does provide materials.”
Necessity for training “Need access to agencies, contacts,
and information.”
Other personnel responsible “Transition teacher/Parents.”
Lack of time
No latitude from administration
Other instruction more important “NCLB.”
Students would not benefit “My 15-18 year olds act like 3-5
year olds.”
“There are always opportunities to teach
self-advocacy.”
Why? Hawaii DOE Teachers
DO NOT Teach S-A: Table
Reason
Insufficient curriculum
Insufficient Time
Students have adequate skills
No benefit to students due to disability
Insufficient training
Other instructional areas more important
Other personnel responsible
No latitude/support from administration
Percent
50.0%
37.5%
35.5%
30.0%
27.5%
20.0%
10.0%
7.5%
Sum total will not equal 100%. Respondents could choose multiple answers.
Conclusions & Summary
(H:1)

Results concluded that there is a
significant difference between United
States mainland special education teachers
and their counterparts in Hawaii.

Hawaii special education teachers feel
stronger about promoting self-advocacy
skills in their students with disabilities.
Conclusions & Summary
(H:2)

As far as relating importance of self-advocacy
promotion to students’ differing post-high school
goals, Hawaii special education teachers reported
no difference.

Self-advocacy skills were of similar importance
whether a student planned on:
Going to college
Vocational education
Gaining employment and holding a job
Navigating the community
Living at home or a residential setting





Conclusions & Summary
(H:3)

Those who teach academic skills and
those who teach functional life skills
to students appear to hold similar
opinions regarding the importance of
teaching self-advocacy skills.
Conclusions & Summary
(H:4)

There was some variance found regarding
which types of disabilities may benefit most
from self-advocacy training.

There was a moderate strength correlation
between the importance of self-advocacy
promotion and the amounts and types of
disabled students that may benefit.
Conclusions & Summary
(H:5)

Finally, when looking at the years of
teaching experience and the importance
of self-advocacy promotion, no
statistical significance was found.
Future Survey
Recommendations




Present the survey at a time that is more time
efficient to teachers (not around end of
quarter/semester).
Question 5: “Types if self-advocacy strategies
they have used”… Give choice of “Other” and
space to write.
Question 6: “What disability would MOST
benefit”…(Instead of checking)…Rank order or
choose only TOP 3.
Question 7: “Why NOT teach S-A”…Offer
prompt for open ended response.
Recommendations
for Hawaii DOE




It was encouraging to discover the positive belief
schema of Hawaii teachers regarding S-A
Receptive to study (Admin & Teachers)
Yet, uncertain how to implement strategies
Identify/offer classes, workshops,
identify/introduce curriculum, designate personnel
to make community contacts for community/work
experience opportunities
View S-A, NOT as a stand alone subject.
Assert/encourage teachers to include student
interests and PHS goals into IEP and require
student attendance at IEP meetings.
Recommendations for
Future Research



Replicate in other areas of Hawaii
Outer Island or Rural Areas
Longitudinal
Follow students who may have had
formal training in middle or high school.
Qualitative
Focus Groups: What is working?
What more can we do/need?
Conclusion
“Students with disabilities are
expected to transition through
the same educational, social, and
physical experiences as those
without disabilities”
(Gans, Kenny, & Ghany, 2003).
So, it is to the benefit of all those in the
educational system to have awareness and
understanding of continuing research and
best practices concerning the promotion of
self-advocacy in all students.
Questions?
Thank you
Your time, input, and
comments are very
much appreciated!
References
Brinckeroff, L. C. (1993). Self-advocacy: A critical skill for college students with learning
disabilities. Family Community Health, 16(3), 23-33.
Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination: A key to success in
postsecondary education for students with learning disabilities. Remedial and Special
Education, 24(6), 339-349.
Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for
students with disabilities: Views of parents and teachers. Exceptional children, 70(1),
97-113.
Hawaii Workforce Development Council. (2005). Hawaii’s workforce development in 2005:
Stepping stones to 2006. . Retrieved from http://hawaii.gov/labor/wdc/index.shtml
Office of Hawaiian Affairs. (2011). Beliefs and values: On being Hawaiian. Retrieved from
http://www.alternative-hawaii.com/hacul/beliefs.htm
Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. P. (2009). Perspectives of general
and special educators on fostering self-determination in elementary and middle schools.
The Journal of Special Education, 43(2), 94-106.
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.
Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers’ promotion
of self-determination and student directed learning. Journal of Special Education, 34,
58-68.