Self-Advocacy Experiences of Students with Specific Learning Disabilities

Autor/inn/en	Koca, Duygu Betül; Sart, Zeynep Hande; Sakiz, Halis; Albayrak-Kaymak, Deniz
Titel	Self-Advocacy Experiences of Students with Specific Learning Disabilities
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 3, S.709-733 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sart, Zeynep Hande)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09771-5
Schlagwörter	Self Advocacy; Learning Disabilities; Students with Disabilities; Vocational Schools; High School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Selbstbehauptung; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; High school; High schools; Oberschule; Ausland; Türkei
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; M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01