Retrospective View and Thematic Mapping on the Studies of Self-advocacy of Students with Disabilities: A Bibliometric Analysis

Unita Werdi Rahajeng, Wiwin Hendriani

Abstract


Self-advocacy is known as an important skill for students with disabilities especially to participate in an inclusive social environment. The present study aimed to explore the root and foundation of the studies of self-advocacy of students with disabilities by identifying the impactful works, authors, and themes via bibliometric study. We retrieved a sample of 180 articles related to this topic from the Scopus database. The VOS viewer was applied to perform this bibliometric analysis, specifically by co-citation and co-occurrence analysis. We identified David W. Test has put the foundation on the studies of self-advocacy of students with disabilities. Moreover, the studies of self-determination were a root for the studies of self-advocacy. This study also provided insight related to the potential application of self-advocacy, such as in higher education and employment setting. This study will be valuable for researchers and practitioners in special education who are interested to explore this area.

Keywords


bibliometric, education, self-advocacy, students with disabilities, VOS viewer

Full Text:

PDF

References


Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of Interventions to Promote Self-Determination for Individuals With Disabilities. Review of Educational Research, 71(2), 219–277. https://doi.org/10.3102/00346543071002219

Almalky, H. A., & Alqahtani, S. S. (2021). Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia. Children and Youth Services Review, 120, 105813. https://doi.org/10.1016/j.childyouth.2020.105813

Bruce, C., & Aylward, M. L. (2021). Disability and Self-Advocacy Experiences in University Learning Contexts. Scandinavian Journal of Disability Research, 23(1), 14–26. https://doi.org/10.16993/sjdr.741

Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2009). Self-Determination for Students with Disabilities: A Narrative Metasynthesis. Career Development for Exceptional Individuals, 32(2), 108–114. https://doi.org/10.1177/0885728809336654

Daly-Cano, M., Vaccaro, A., & Newman, B. (2015). College Student Narratives about Learning and Using Self-Advocacy Skills. Journal of Postsecondary Education and Disability, 28(2), 213–227.

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school to higher education. American Secondary Education, 6–20.

Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809–1831. https://doi.org/10.1007/s11192-015-1645-z

Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-Determination: A Key to Success in Postsecondary Education for Students with Learning Disabilities. Remedial and Special Education, 24(6), 339–349. https://doi.org/10.1177/07419325030240060501

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies: A typology of reviews, Maria J. Grant & Andrew Booth. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Lindsay, S., Cagliostro, E., Leck, J., & Stinson, J. (2021). Career aspirations and workplace expectations among youth with physical disabilities. Disability and Rehabilitation, 43(12), 1657–1668. https://doi.org/10.1080/09638288.2019.1671505

Moriña, A., & Biagiotti, G. (2021). Academic success factors in university students with disabilities: A systematic review. European Journal of Special Needs Education, 1–18. https://doi.org/10.1080/08856257.2021.1940007

Pfeifer, M. A., Reiter, E. M., Hendrickson, M., & Stanton, J. D. (2020). Speaking up: A model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities. International Journal of STEM Education, 7(1), 33. https://doi.org/10.1186/s40594-020-00233-4

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. (2015). Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251–263.

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities. Exceptional Children, 73(4), 488–510. https://doi.org/10.1177/001440290707300406

Stodden, R. A., Conway, M. A., & Chang, K. B. T. (2003). Findings from the study of transition, technology and postsecondary supports for youth with disabilities: Implications for secondary school educators. Journal of Special Education Technology, 18(4), 29–44.

Test, D. W., Fowler, C. H., Brewer, D. M., & Wood, W. M. (2005). A Content and Methodological Review of Self-Advocacy Intervention Studies. Exceptional Children, 72(1), 101–125.

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A Conceptual Framework of Self-Advocacy for Students with Disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601

Test, D. W., & Neale, M. (2004). Using The Self-Advocacy Strategy to Increase Middle Graders’ IEP Participation. Journal of Behavioral Education, 13(2), 135–145. https://doi.org/10.1023/B:JOBE.0000023660.21195.c2

Vornholt, K., Uitdewilligen, S., & Nijhuis, F. J. N. (2013). Factors Affecting the Acceptance of People with Disabilities at Work: A Literature Review. Journal of Occupational Rehabilitation, 23(4), 463–475. https://doi.org/10.1007/s10926-013-9426-0

Walker, A. R., & Test, D. W. (2011). Using a Self-Advocacy Intervention on African American College Students’ Ability to Request Academic Accommodations. Learning disabilities research & practice, 26(3), 134–144.

Wehmeyer, M. L., & Palmer, S. B. (2003). Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination. Education and Training in Developmental Disabilities, 38(2), 131–144.

Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting Causal Agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66(4), 439–453. https://doi.org/10.1177/001440290006600401




DOI: http://dx.doi.org/10.17977/um005v6i22022p250

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:

       

 

 

 

 

web
counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.