The Lived Experiences of Elementary Students with Disabilities Self-Advocating Through Speaking ...

226 Pages·2016·1.49 MB·English

by  Lindsey Massengale

University of Central Florida
STARS
Electronic Theses and Dissertations, 2004-2019
2016
The Lived Experiences of Elementary Students with Disabilities
Self-Advocating Through Speaking and Writing
Lindsey Massengale
University of Central Florida
Part of the Language and Literacy Education Commons, and the Special Education and Teaching
Commons
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THE LIVED EXPERIENCES OF ELEMENTARY STUDENTS WITH DISABILITIES
SELF-ADVOCATING THROUGH SPEAKING AND WRITING

by

LINDSEY R. MASSENGALE
B.S., Southeastern University, 2009
M.Ed., University of Central Florida, 2012

A dissertation submitted in partial fulfillment of the requirements
for the degree of Doctor of Philosophy
in the College of Education and Human Performance
at the University of Central Florida
Orlando, Florida

Summer Term
2016

Major Professor: Lisa A. Dieker
© 2016 Lindsey R. Massengale

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ABSTRACT
Writing and self-advocacy skills are important for all students, including
individuals with disabilities. Within the K-12 setting, those skills are taught, but
emphasis changes as students progress through the grade levels. At the elementary level,
writing is more prominent; whereas, in high school, self-advocacy becomes a focus. In
this study, the researcher used a phenomenological research design to explore the lived
experiences and preferences of elementary students with disabilities and their use of self-
advocacy strategies in the inclusive setting, both in writing and speaking. The
phenomenon was explored over an eleven-week period in a second grade, inclusive
classroom. The conceptual framework for the study was the theoretical framework of
self-advocacy by Test, Fowler, Wood, Brewer, and Eddy (2005). The child development
of Piaget (1964) and disability theory of Tashakkaori and Teddlie (2003) served as
secondary frameworks. The data collected are reflective of the self-advocacy experiences
and preferences of two students with disabilities, their parents and classroom teacher.
The themes of knowledge of self, knowledge of rights, effective communication skills,
and leadership skills are discussed in detail. Implications for practice within the
elementary classroom and recommendations for future research for students with
disabilities in the inclusive environment are provided.

Keywords: students with disabilities, elementary school, self-advocacy, writing, speaking

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This dissertation is dedicated to my mom who has always advocated for me. Through her
encouragement and support, I have developed the courage to self-advocate for my dreams
and passions. My dad, who encouraged me to find and follow dreams even when I did
not have a clear picture of the possibilities. Jim, who encouraged me to pursue a Ph.D.
and helped me navigate its trials and triumphs. My husband, Ben, who taught me to
celebrate the little victories along the road, to the larger ones, even when I didn’t see the
possibilities. I owe this accomplishment to my family who has always believed in me,
supported me, and encouraged me to “dream big.”
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ACKNOWLEDGMENTS
The journey of earning a Ph.D. could not have been possible without continuous
support and encouragement of my parents, Jim, and my husband Ben. Together we
navigated this adventure, and together we will explore what is just the beginning.
My passion for exposing elementary students to self-advocacy skills could not
have been possible without the openness, eagerness and teamwork of my site’s teacher,
students, and parents. Together we explored tools, and how they could help individuals
with disabilities in elementary school self-advocate.
I never fathomed that two of my passions, self-advocacy and writing, could come
together to impact elementary students with disabilities. Thank you to Dr. Dieker for
helping me find, develop, and begin to pursue my passion. Who knew, but you, that
one’s passion could turn into an endless research path! To Dr. Pearl for encouraging me
from day one to run with all my advocacy aspirations. Dr. Vasquez for teaching me the
“secret sauce” for publishing and always supporting, guiding, encouraging, and teaching
me to turn everything into a publication. To Dr. Zygouris-Coe for all your support and
encouragement as I explore, discover, and question the world of writing about writing.
Through the brilliant, creative minds of my committee a stepping-stone toward a research
passion emerged.

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TABLE OF CONTENTS
LIST OF FIGURES ......................................................................................................... xiii
LIST OF TABLES ........................................................................................................... xiv
CHAPTER ONE: INTRODUCTION ................................................................................. 1
Statement of the Problem ................................................................................................ 1
Theoretical Frameworks ................................................................................................. 2
Units of Analysis............................................................................................................. 4
Purpose of the Study ....................................................................................................... 5
Research Questions ......................................................................................................... 6
Significance of the Study ................................................................................................ 6
Organization of the Study ............................................................................................... 8
Operational Definitions ................................................................................................... 9
CHAPTER TWO: REVIEW OF LITERATURE ............................................................. 11
Historical Perspective of Individuals with Disabilities ................................................. 11
Right to Life .............................................................................................................. 12
Right to an Education................................................................................................ 13
The Acceptable Individual ........................................................................................ 13
Early Education for Individuals with Disabilities ......................................................... 14
Early Priorities for Educating Individuals with Disabilities ......................................... 15
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Progression of Educational Standards for Individuals with Disabilities ...................... 15
Access ....................................................................................................................... 16
Quality....................................................................................................................... 18
Focus ......................................................................................................................... 19
Writing and Self-advocacy Development ..................................................................... 20
Concept of Self-advocacy for Individuals with Disabilities ......................................... 21
Self-advocacy Instruction Within Schools .................................................................... 22
Conceptual Framework of Self-advocacy ................................................................. 23
Elementary School Presence ..................................................................................... 24
Importance of Self-advocacy .................................................................................... 26
Overview of Research Around Self-advocacy .............................................................. 28
The Cognitive Process of Writing................................................................................. 30
Writing Instruction within Schools ............................................................................... 31
Writing Instruction within the Elementary Grades ....................................................... 34
The Importance of Writing Instruction ..................................................................... 35
Self-advocating Through Writing ................................................................................. 36
Overview of Research Around Writing Instruction for Students with Disabilities ...... 37
Empirical Research Combining Writing and Self-advocacy for Students with
Disabilities .................................................................................................................... 39
CHAPTER THREE: METHODOLOGY ......................................................................... 44
vii
Purpose of the Study ..................................................................................................... 44
Research Questions ....................................................................................................... 45
Qualitative Phenomenological Research Design .......................................................... 45
Theoretical Framework ................................................................................................. 46
Units of Analysis........................................................................................................... 47
Research Methods ......................................................................................................... 49
Researcher as Observer ............................................................................................. 49
Setting ....................................................................................................................... 50
Phenomenon Described ............................................................................................ 51
Participants ................................................................................................................ 51
Instrumentation ......................................................................................................... 53
Procedures ..................................................................................................................... 60
Access to Site ............................................................................................................ 60
Timeline .................................................................................................................... 61
Data Collection ............................................................................................................. 65
Observations ............................................................................................................. 65
Self-advocacy Checklist............................................................................................ 66
Interviews .................................................................................................................. 67
Collection of Writing Samples.................................................................................. 68
viii
Data Analyses ............................................................................................................... 69
Observations ............................................................................................................. 71
Interviews .................................................................................................................. 71
Document Analyses .................................................................................................. 72
Trustworthiness ......................................................................................................... 72
Ethics......................................................................................................................... 73
CHAPTER FOUR: RESULTS ......................................................................................... 74
Instrumentation ............................................................................................................. 75
Setting of the Phenomenon ........................................................................................... 75
Data Analysis Procedures ............................................................................................. 77
Data Analysis by Research Question ............................................................................ 77
Lived Experiences: Research Question 1 ................................................................. 77
Self-advocacy Behaviors: Research Question 2 ....................................................... 86
Perceptions of Self-advocacy Skills: Research Question 3 .................................... 106
Fidelity of Procedures ................................................................................................. 120
Reliability ................................................................................................................ 120
Validity ................................................................................................................... 121
Conclusions According to Theme ............................................................................... 121
Knowledge of Self .................................................................................................. 122
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