A Conceptual Framework of Self-Advocacy for Students with Disabilities

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Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “For example, directing a transition-planning meeting (Martin et al., 2006), advocating for oneself (Test et al., 2005), and making decisions that require external advice (Fore & Riser, 2005) are all enhanced by strong communication and interpersonal skills.”
Self-Determination for Students with Disabilities (2009, background): “Test, Fowler, Wood, Brewer, and Eddy (2005) appear to locate self-”
A Content and Methodological Review of Self-Advocacy Intervention Studies (2005, background): “Although we have suggested a conceptual framework of self-advocacy consisting of the four categories suggested by dependent and independent variables from the literature and stakeholders (Test et al., 2005), others may look at the same evidence and draw different conclusions.”
Adaptation to College for Students with and without Disabilities: Group Differences and Predictors. (2010, methodology): “Factors related to the construct validity of the SAQ were addressed during the construction phase in that the researcher based the measure on a careful review of the theoretical literature and the conceptual framework of self-advocacy posed by Test et al. (2005).”