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This study describes counseling and support services for African American and Latino adult leorners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender-, culture-, and adult-based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners.

The fear of self-disclosure can prevent people with disabilities from discussing their wants and needs. Often, they want to remain anonymous and appear "normal" (Michaels, 1994). One student with learning disabilities stated that she didn't consider herself as "special ed." She said that the disabilities were no one's business and if they needed information, they could discuss it with her mother or her resource room teacher IMichaels). This student was having a difficult time learning how to be a self-advocate. This article presents a research-based strategy (see bax, page 68, "What Does the Research Say?") complete with techniques to facilitate the self-advocacy process, leading people with disabilities toward a greater sense of self. The techniques apply across age groups. Educators can use these steps with anybody who needs to improve in self-advocacy, regardless of the person's disability. • THE COUNCIL FOR EXCEPTIONAL CHILDRENThe ASSERT Strategy This strategy uses a mnemonic to help people recall the steps in the self-advocacy process. The ASSERT steps are as follows: Awareness of disability State disability State strengths and limitations Evaluate problem and solutions Role play solution Try it in the real setting.

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