Perspectives of transition-aged youth with intellectual and/or developmental disabilities about self-advocacy and civic engagement
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Citation
M. Best, M. Burke, Z. Rossetti, S. Demissie, O. Hughes, M. Ramirez, T. Kunzier. 2024. "Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement" Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-024-09985-1
Abstract
In alignment with the rallying cry of the self-advocacy movement, it is critical to center the perspectives of people with disabilities about their lived experiences. Yet, little is known about how youth with intellectual and/or developmental disabilities (IDD) engage in self-advocacy and civic engagement in special education. We conducted focus groups with 15 transition-aged youth with IDD across four states about self-advocacy and civic engagement. Youth with IDD reported engaging in self-advocacy at school, but outside of their individualized education program meetings. Parent advocacy and positive partnerships with educators promoted youth self-advocacy. Youth reported minimal involvement in civic engagement, but they had suggestions for systemic changes to special education. Implications for research and practice are discussed.
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