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Remedial and Special Education
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A Conceptual Framework of Self-Advocacy for Students with Disabilities

David W. Test

University of North Carolina at Charlotte, dwtest{at}email.uncc.edu

Catherine H. Fowler

University of North Carolina at Charlotte

Wendy M. Wood

University of North Carolina at Charlotte

Denise M. Brewer

Special Education Program at the University of North Carolina at Charlotte

Steven Eddy

University of North Carolina at Charlotte Special Education Program at the

Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.

Remedial and Special Education, Vol. 26, No. 1, 43-54 (2005)
DOI: 10.1177/07419325050260010601
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