| High school graduates with specific learning disabilities (SLD) often lack sufficient skills to advocate for themselves in adult situations. This limited advocacy ability of young adults with SLD contributes to their higher postsecondary school drop-out rate, lower paying jobs, and a greater dependence on family and public assistance programs for support as compared to their nondisabled peers. The purpose of this phenomenological study was to identify the effects of self-advocacy skill usage, as described by post high school young adults with SLD. Individual semistructured interviews with open-ended questions were conducted with 5 participants from a local special education district. The results of this study, based on transcribed and coded interviews, coincided with self-advocacy research, which has indicated higher success among young adults with SLD who have learned and practiced self-advocacy skills during the transition process in high school. Participants in this study reported feeling they had obtained the skills to advocate for themselves in postsecondary education, employment, and independent living situations, but often relied on others for advice in difficult situations. Insights into the lived experiences of young adults with SLD in regards to their use of self-advocacy may help teachers and others working with young people with SLD to improve the opportunities given to help them learn and practice self-advocacy skills before their graduation. These improved advocacy skills will enable young adult with SLD to be more successful in their post high school endeavors. The impact for social change will be less dependence on publicly funded services and their families for financial and other support. |
