Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the  ME!  curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the  ME!  on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the  ME!  and participants' knowledge of  ME!  content. All participants showed increased participation during posttransition planning meetings. Findings support use of the  ME!  for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.