Self-advocacy experiences of students with specific learning disabilities
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Dosyalar
Tarih
2023
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
SpringerLink
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Discussions about students with specific learning disabilities (SLD) often center on
finding solutions for the difficulties they face in school. However, there is a lack
of emphasis on the self-advocacy experiences of these students. Self-advocacy can
empower students with SLD to pursue their interests, understand their rights, and
effectively address any violations of those rights. Drawing on self-advocacy, which
encompasses four domains (knowledge of self, knowledge of rights, communication, and leadership), this study explores the self-advocacy experiences of students
with SLD enrolled in vocational high schools in Istanbul, Turkey. Twelve students
(50.0% females; Mage=15.91 years; SD=1.08; range=14–18 years) participated in
semi-structured interviews. The findings revealed that: (i) the students had limited
knowledge of their SLD conditions, characteristics, and rights, despite having some
self-awareness; (ii) they emphasized the difficulties and negative aspects when describing themselves and their school experiences; (iii) they were able to communicate their needs and preferences to school staff, but they were not frequently
understood or responded to; and (iv) they rarely demonstrated leadership behaviors
when advocating for others. These findings suggest that students with SLD may
lack self-advocacy skills and are not effectively advocating for themselves and others in vocational high schools in Turkey.
Açıklama
Anahtar Kelimeler
Specific learning disabilities · Self-advocacy · Qualitative research · Turkey
Kaynak
Social Psychology of Education,
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
Sayı
Künye
Koca, D. B., Sart, Z. H., Sakız, H., & Albayrak-Kaymak, D. (2023). Self-advocacy experiences of students with specific learning disabilities. Social Psychology of Education, 1-25.
