Teacher Perceptions of Students' Understanding of Their Own Disability

Abstract

Teacher education programs typically provide pre-service teachers preparation in assessment and identification procedures used to identify students with learning disabilities. What may be missing from teacher preparation is the development of communication skills to thoughtfully and professionally teach children about their disabilities. This mix-method survey examines teachers' perceptions regarding students' knowledge and understanding of their learning disability; what teachers tell students about their identified learning disability; what specific activities, lessons, discussions teachers use to help students understand their disability; and how the disability affects the students' academic, social, and emotional lives. Results of the study reveal that teachers often speak in jargon and euphemism to children with disabilities. They use deflecting behaviors to pass the responsibility onto parents and the students themselves. Although teachers are aware of self-determination activities, they fail to implement them appropriately. Finally, the mix-method nature of the survey allow for more accurate descriptive results.

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

“…Although demand for such a curriculum has been high among education professionals, research on related interventions is very limited (Abernathy and Taylor 2009;Elias 2004;Gresham et al 2001;Lane et al 2006). In an effort to provide a comprehensive review, we included research spanning several decades.…”

“…Limited information is available about how children develop an understanding of their own disability, although few studies have attempted to examine this area of concern (Abernathy and Taylor 2009;Cosden et al 1999;Higgins et al 2002). As Cosden et al (1999) highlighted, little is known about a child's knowledge regarding what it means to have a learning disability (LD), and there are no systematic procedures for telling students with LDs about their diagnosis.…”

“…It is critical for students with learning disabilities to have a solid understanding of themselves (Abernathy and Taylor 2009) because having a learning disability can significantly impact a student's academic and social life (Bryan et al 2004). Some students in special education are not sure why they receive services and may feel embarrassed or ashamed around their peers for being different (Roffman et al 1994).…”

“…This comparison may be especially frustrating if they do not have a full understanding of how to effectively manage their disability, thus negatively impacting their self-esteem and interactions with others (Ahrens et al 2010;Alesi et al 2012;MacMaster et al 2002). Abernathy and Taylor (2009) compared LD self-awareness to a person understanding their medical condition. Specifically, when someone knows their medical condition, they are able to take appropriate measures to manage their condition and understand how it can impact their life.…”

Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations

“…Schreiner (2007) reaffirmed that "self-knowledge is a prerequisite for eventual self-advocacy" (p. 302). Abernathy and Taylor (2009) contended that when self-awareness is lacking, the ability to self-advocate would be diminished. One must be aware of who they are as an individual with a disability before they can communicate this information and advocate for supports.…”