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Self-advocacy skills of students with individual learning disabilities in the process of co-creating and individualized education programme

Patricija Drašček (2018) Self-advocacy skills of students with individual learning disabilities in the process of co-creating and individualized education programme. MSc thesis.

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    Abstract

    Self-advocacy refers to expressing needs with proposal to advocate your own interests. This is skill which is defined as ability of individual who can communicate, negotiate and defend his own interests, wishes, needs and rights effectively. In school situation well developed skills of self advocacy help to raise student's motivation for school work and have indirect impact on student's school sucessfulness and good self-image. Self advocacy is especially important during transition process, for example: before entering secondary education. Recognizing that most students with learning disabilities have difficulties learning skills of advocacy, we need to initiate explicit self-advocacy training. Excellent opportunity that their knowledge is concretely tested in safe enviroment is co-creating their own individualised programme. Based on questionnaries, which were made just for purpose of our thesis we investigated how self-advocacy skills are devloped among students with learning disabilities. All students in research sample are inclused in the third educational period and are included in regular curriculum programme with the support of suitable adjustments. We survey 38 students with learning disabilities, their parents (38) and special-education teachers (15‒20) who offer special educaton support. For processing the results folowing statistical methods were used: descriptive statistic, Mann-Whitnney U-test, Friedman test and Spearman's correlation. Results have shown realative high developed skills of self-advocacy at students with learning dificulties considering their own opinon, opinion of their parents and special-education teachers. We found out that gender has almost no role when we talk about developement of self-advocacy skills. Age turned out as better predictor, although hypothesis that older students have better developed skills of self-advocacy than younger ones have not turned out to be statistically significant on this sample. We also compared opinons of students, their parents and special-education teachers about how student's self-advocacy skills are developed. We found out that differences between answers are present but not statistically significant. In this thesis we can't prove the impact of explicit self-advocacy training on self-advocacy skills development. According to results of this research, reccomendations and strategies are gathered in the thesis in order to help teachers with including students with learning disabilities in process of co-operating their own individualised programme.

    Item Type: Thesis (MSc thesis)
    Keywords: students with learning disabilities, self-advocacy, individualised programme, cooperating, pupil's voice
    Number of Pages: 111
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    asist. dr. Suzana Pulec LahComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=12006217)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5080
    Date Deposited: 29 May 2018 07:38
    Last Modified: 29 May 2018 07:38
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5080

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