Communication Center Journal - Vol. 7, No. 1 - Speak Up: Teaching Self-Advocacy Skills at the Communication Center to Students with Disabilities

Oct 15, 2026

The article examines how policy changes and program design increase access to postsecondary education for students with disabilities, including those with “hidden disabilities” such as ADHD, ASD, and IDD. It links educational participation to improved earnings and independence, while detailing barriers before the 2008 Higher Education Opportunity Act and additional obstacles in instructional access. The paper highlights how accommodations under the ADA require disability documentation, and argues that self-advocacy skills help students request support, articulate needs, and succeed in higher-rigor environments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Speak Up: Teaching Self-Advocacy Skills

Policy and access to postsecondary education

Barriers to accommodations and disability documentation

Self-advocacy framework and rationale

Communication Center Journal 53 Vol. 7, No. 1, 2021 Speak Up: Teaching Self-Advocacy Skills at the Communication Center to Students with Disabilities Debra G. Holzberg University of North Carolina – Greensboro Brianna Ferraro University of North CarolinaGreensboro Changes in legislature have resulted in increasing numbers of students with disabilities, including hidden disabilities (e.g. , attention deficit hyperactivity disorder [ADHD], autism spectrum disorder [ASD], and intellectual and developmental disabilities [IDD]) attending postsecondary education (PSE) institutions (Madaus et al. , 2012; Sanford et al. , 2011; Wagner et al. , 2005) . For example, according to data from the National Longitudinal Transition Study – 2 (2005), no students with IDD attended PSE programs. However, in 2011, data indicated 6.7% of students with IDD attended PSE programs (NLTS-2, 2011) . The same studies (i.e. , NLTS – 2, 2005 & 2011) indicated 0.9% of students with ASD (more specifically “highfunctioning” ASD) attended PSE programs in 2005. That number increased to 17.4% in 2011. This is due in large part to the comprehensive transition and postsecondary (CTP) programs that were created after the passage of the Higher Education Opportunity Act (2008) . CTP programs are designed to support students with IDD in courses focusing on academics, career and technical education, and independent living with the goal of competitive employment upon program completion (Grigal & Papay, 2018) . Further, inclusive CTP programs offer students with IDD the opportunity to participate in postsecondary educational experiences including clubs, activities, sports, and internships. Earning potential is positively correlated to education level. According to the Bureau of Labor Statistics (BLS; 2017), individuals who did not graduate from high school earn an average of $520 per week while individuals with some college (but no degree) earn $774 per week – a difference of over $13,000 per year. Matriculating students who complete their degree had weekly median earnings of $1,173 (U.S. Department of Labor, BLS, 2017) . Therefore, the benefits of participation in PSE and CTP programs are evidentnot only fiscally, but in facilitating independence for individuals with disabilities. Access to PSE and CTP programs for students with disabilities was, until 2008, a formidable challenge. Barriers in place prior to thereauthorization of Higher Education Opportunities Act in 2008 precluded students from accessing Title IV student aid which required a highschool diploma or its equivalent and matriculation (i.e. , working towards a degree) . The passage of the Higher Education Opportunity Act (2008) enabled students with IDD to access federal financial aid upon enrollment ina CTP Program. Financial barriers are not the only barriers students with disabilities may face in PSE. Additional obstacles include access to instructional content. Communication Center Journal 54 Vol. 7, No. 1, 2021 In other words, students may have difficulty with academic tasks including reading, note-taking, assessments (e.g. , tests and/or quizzes), and in-class assignments. Academic accommodations, guaranteed through the Americans with Disabilities Act (1990), are designed to facilitate access to course content. The use of academic accommodations has been positively correlated with improved grade point average (GPA; Kim & Lee, 2015; Mamiseishvili & Koch, 2011) and increased persistence rates (Mamiseishvili & Koch, 2011) . In order to access academic accommodations, students must provide documentation of their disability to their college or university’s Office of Disability Services. This process is a significant change for students who may have received accommodations in high school which were provided through either the student’s individualized education program or through Section 504 of the Rehabilitation Act (1973; Holzberg et al. , 2019) . Additionally, students transiti

FAQs

What policy change increased financial access for students with IDD in postsecondary education?

The Higher Education Opportunity Act (2008) enabled students with IDD to access federal financial aid upon enrollment in a CTP program.

Why can access to academic accommodations be difficult for students transitioning to postsecondary education?

Students may lack awareness of available accommodations, may not recognize the continued need for them, and must provide disability documentation to a university Office of Disability Services.

How does the article connect self-advocacy to improved outcomes for students with disabilities?

It argues that self-advocacy skills support students in requesting accommodations and articulating their needs, enabling meaningful participation in self-determined behaviors in postsecondary settings.

Oct 15, 2026

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