Requesting classroom accommodations: Self-advocacy and conflict resolution training for college students with disabilities

The purpose of this study was to evaluate the effects of an eight-hour training program in self-advocacy and conflict resolution skills designed to help college students with disabilities request classroom accommodations. Conducted in two and four-year postsecondary settings, the study involved 50 students with disabilities certified by their institutions as needing classroom accommodations. Results supported the multivariate hypotheses that the treatment group would exceed the control group in (a) acquired levels of self-advocacy and conflict resolution behaviors, (b) general knowledge of rights and responsibilities for academic accommodations, (c) levels of accommodation requesting and conflict resolution self-efficacy, and (d) levels of social competence.