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Teaching self-advocacy skills to children with learning difficulties as part of the summer camp

Doroteja Benedejčič (2022) Teaching self-advocacy skills to children with learning difficulties as part of the summer camp. MSc thesis.

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    Abstract

    The types of special educational needs have a significant impact on the success of pupils with learning difficulties, and also on their successful inclusion in the social environment. In order to be successful and to cope with different problems, it is important that pupils with learning difficulties know their learning needs and are able to solve problems in (learning) situations in a flexible way. Promoting self-advocacy is one possible way to enhance the learning performance of pupils with learning difficulties in order to improve the pupil's effectiveness in achieving learning goals, personal goals, and self-regulation, as well as to influence transition outcomes and independence. As part of the research, we have designed a programme to promote the areas that are important to the development of self-advocacy in light of the research findings and guidelines on the impact of similar programmes. These are knowledge of self, knowledge of sources of help and attitudes toward one's learning outcomes, communication skills and attitudes toward others, and self-advocacy in the environment. We focused on identifying the effectiveness and important aspects of integrating activities to promote these areas of self-advocacy. We implemented our programme in a five-day summer camp for youth that included students with and without learning difficulties. Our sample consisted of four students with learning difficulties aged 11 to 12. Through a multiple case study, we evaluated the programme in terms of the students, their abilities, and the group leaders or teachers. We wanted to evaluate the effectiveness and find out essential aspects of the design of a programme to support self-advocacy in students with learning difficulties in a summer camp. We included a questionnaire, observations, and teachers' daily records that we designed or adapted for this study. We chose a qualitative approach combined with quantitative values to present the results. Results showed differences in students' responses regarding knowledge about themselves and knowledge about rights. They also showed some differences in performing communication skills after the programme. We also emphasised the role-playing and small group design approach as important approaches in designing such a programme. The results showed fewer differences in leadership skills. Therefore, the programme we developed can also serve as an example or case study for designing such a programme.

    Item Type: Thesis (MSc thesis)
    Keywords: self-advocacy, students with learning difficulties, summer programme, factors for success, social-emotional skills
    Number of Pages: 120
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Milena Košak BabuderMentor
    doc. dr. Nika JenkoComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/107190531
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 7181
    Date Deposited: 11 May 2022 09:17
    Last Modified: 11 May 2022 09:17
    URI: http://pefprints.pef.uni-lj.si/id/eprint/7181

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