One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

中文翻译：

---

教有残疾的高中学生提倡学术住宿

可能会对残疾学生在高等教育中取得成功的一个因素可能是他们提倡学术适应的能力。通过在高中期间将自我决定的做法纳入课程和过渡过程中，残疾学生可以获得中学后环境的自我倡导技能。这项研究的目的是研究修改后的自我倡导和冲突解决（mSACR）培训计划对五名高发性残疾高中学生申请高中通识教育课程的能力的影响。采用多探针跨参与者设计来评估干预对14种目标行为的影响。结果表明，mSACR与学生要求住宿的能力之间存在功能关系。讨论了这项研究的发现以及局限性，对未来研究的建议以及对教育实践的启示。