Self-advocacy experiences of students with specific learning disabilities
| dc.contributor.author | Sakız, Halis | |
| dc.contributor.author | Duygu Betül Koca, Zeynep Hande Sart, Deniz Albayrak-Kaymak | |
| dc.date.accessioned | 2023-07-26T06:37:31Z | |
| dc.date.available | 2023-07-26T06:37:31Z | |
| dc.date.issued | 2023 | en_US |
| dc.department | MAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümü | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.citation | 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. | en_US |
| dc.identifier.doi | 10.1007/s11218-023-09771-5 | en_US |
| dc.identifier.endpage | 25 | en_US |
| dc.identifier.scopus | 2-s2.0-85148458857 | en_US |
| dc.identifier.scopusquality | N/A | en_US |
| dc.identifier.startpage | 1 | en_US |
| dc.identifier.uri | https://doi.org/10.1007/s11218-023-09771-5 | |
| dc.identifier.uri | https://www.scopus.com/record/display.uri?eid=2-s2.0-85148458857&origin=SingleRecordEmailAlert&dgcid=raven_sc_affil_en_us_email&txGid=52e3f330e007042ff3a832b9eb8518d6 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12514/3534 | |
| dc.identifier.wos | WOS:000935494800001 | en_US |
| dc.identifier.wosquality | N/A | en_US |
| dc.indekslendigikaynak | Web of Science | en_US |
| dc.indekslendigikaynak | Scopus | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | SpringerLink | en_US |
| dc.relation.ispartof | Social Psychology of Education, | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Specific learning disabilities · Self-advocacy · Qualitative research · Turkey | en_US |
| dc.title | Self-advocacy experiences of students with specific learning disabilities | en_US |
| dc.type | Article | en_US |
