To Understand the Idea of Self-Advocacy. Building the Competences of Inclusive Education Teachers to Support Students With Diverse Educational Needs
Abstract
RESEARCH OBJECTIVE: The objective of this article is to explore the concept of self-advocacy of people with disabilities and to present experiences that shape its understanding among teachers in inclusive education. The study aims to examine how content related to self-advocacy is received in the context of social inclusion within teacher education programs.
THE RESEARCH PROBLEM AND METHODS: The central research questions are: How do teachers understand the idea of self-advocacy? What instructional methods are most effective in fostering their understanding of this concept within academic education? This research report forms part of a broader study conducted by the authors. It includes a small-scale experimental approach to teaching the concept of self-advocacy to prospective teachers (N = 184) and an analysis of their responses to an assignment on the subject.
THE PROCESS OF ARGUMENTATION: The theoretical section of the article explains the meaning of self-advocacy, outlines its origins, and discusses its role within the inclusive education system. The empirical section presents the research findings, including examples of work submitted by students in pedagogy programs.
RESEARCH RESULTS: The majority of respondents had not come across the term “self-advocate” prior to the study. They primarily associated it with a person who acts on behalf of an individual with a disability, and viewed self-advocacy as the protection of the rights and interests of people with disabilities, though not necessarily through independent action. The creative task designed for the study was shown to enhance understanding of the concept.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: The findings have practical implications for academic training of future teachers, particularly programs focused on inclusive education. Developing self-advocacy skills is essential for all individuals. It is recommended that the proposed instructional approach be integrated into teacher training programs to promote a deeper understanding of self-advocacy.
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