In the era of Section 504 and the ADA, college students with disabilities have the right to request and receive reasonable classroom accommodations that will increase their academic effectiveness. To invoke these protections, they must first request such consideration for accommodations from faculty members in a proper manner - a strong rationale for providing students with self-advocacy training. Moreover, they will encounter similar accommodation request situations later in life as employees in which they must self-advocate in an appropriate manner.
Results from this investigation indicate not only that students are deficient in self-advocacy skills but that they can learn these skills in a structured, behaviorally-oriented training program. In this study, convincing evidence in provided regarding the acquisition, maintenance, and generalization of advocacy skills for three participants with different types of disabilities. Attention to issues such as enhancing behavioral style in the use of skills and adding video feedback are suggested as improvements for future training efforts. Nevertheless, the findings are supportive of implementation of behavioral approaches to teach students with disabilities the self-advocacy skills they need to successfully request classroom accommodations. As the old saying goes, "you never get anything if you don't ask," and rehabilitation and student affairs professionals can teach students with disabilities how to request classroom accommodations in an appropriate manner using programs such as Self-Advocacy Training.