Conducting a Pilot Evaluation of a Civic-Engagement Program for Youth with Disabilities

Authors

Megan Best, University of Illinois Urbana-ChampaignFollow
Amanda Johnston, Vanderbilt UniversityFollow
Sarah Demissie, Vanderbilt UniversityFollow
Julianna Kim, University of Maryland, College ParkFollow
Ruchi Mendiratta Khanna, Boston UniversityFollow
Kelly Fulton, University of Illinois Urbana-ChampaignFollow
Abby Hardy, University of Illinois Urbana-ChampaignFollow
Catherine Cheung, Physical Therapy Program, School of Allied Health and Communicative Disorders, Northern Illinois UniversityFollow
Timothy Kunzier, Boston UniversityFollow
Oscar Hughes, Boston UniversityFollow
Meghan M. Burke, Vanderbilt UniversityFollow
Zachary Rossetti, Boston UniversityFollow

Abstract

The Individuals with Disabilities Education Act (IDEA) is the federal law that ensures all students with disabilities have access to a free and appropriate public education. In the last IDEA reauthorization in 2004, only 1% of public comments were from individuals with disabilities—the population that IDEA serves. To ensure that the feedback of individuals with disabilities is reflected in the next IDEA reauthorization, it is important to support them to learn about IDEA and advocate. To this end, for this pilot study, 16 transition-aged youth with disabilities participated in a 6-hour civic-engagement program across four states to learn about IDEA and self-advocacy. The civic-engagement program was developed and conducted in collaboration with Parent Training and Information Centers (PTIs) and co-researchers with disabilities. After attending the program, participants demonstrated significant improvements in empowerment. Participants also suggested several ways to improve disability policy, including IDEA. Individuals with disabilities and PTIs reported that the civic-engagement program was feasible. Implications for research and practice are discussed.

Plain Language Summary

The Individuals with Disabilities Education Act (IDEA) ensures equal education for all students with disabilities. Last approved in 2004, only a small number of individuals with disabilities gave feedback on this law. To increase feedback next time, providing education on the law is critical. This study explored a 6-hour training program for young adults with disabilities. The program, developed and implemented with Parent Training Information Centers (PTIs) and co-researchers with disabilities, focused on IDEA and self-advocacy. PTIs aid parents in supporting students with disabilities in schools. Participants felt more prepared to influence the law. They proposed ideas to enhance disability laws. Both the young adults and PTIs found the program beneficial. Future research and actions are discussed.

Creative Commons License

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Recommended Citation

Best, Megan; Johnston, Amanda; Demissie, Sarah; Kim, Julianna; Mendiratta Khanna, Ruchi; Fulton, Kelly; Hardy, Abby; Cheung, Catherine; Kunzier, Timothy; Hughes, Oscar; Burke, Meghan M.; and Rossetti, Zachary (2024) "Conducting a Pilot Evaluation of a Civic-Engagement Program for Youth with Disabilities," Developmental Disabilities Network Journal: Vol. 4: Iss. 2, Article 3.
DOI: 10.59620/2694-1104.1086
Available at: https://digitalcommons.usu.edu/ddnj/vol4/iss2/3