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

Vrste posebnih vzgojno-izobraževalnih potreb pomembno vplivajo na uspeh učencev z učnimi težavami, vplivajo pa tudi na uspešnost njihovega vključevanja v socialno okolje. Za uspeh in soočanje z različnimi problemi je pomembno, da učenci z učnimi težavami poznajo svoje učne potrebe in znajo fleksibilno reševati probleme v (učnih) situacijah. Spodbujanje samozagovorništva predstavlja enega od možnih načinov spodbujanja učne uspešnosti učencev z učnimi težavami, s katerim želimo izboljšati učenčevo učinkovitost pri doseganju učnih, osebnih ciljev, izboljšati samoregulacijo, kot tudi vplivati na izide prehodov in samostojnost. V okviru raziskave smo oblikovali program za spodbujanje področij, ki so pomembna za razvoj samozagovorništva glede na ugotovitve in smernice raziskav učinkov podobnih programov. To so poznavanje sebe, poznavanje virov pomoči in odnos do lastnih učnih rezultatov, komunikacijske spretnosti in odnos do drugih ter samozagovorništvo v okolju. Osredotočili smo se na ugotavljanje učinkovitosti in pomembnih vidikov vključevanja dejavnosti za spodbujanje omenjenih področij samozagovorništva. Program se je odvijal v okviru petdnevnega počitniškega tabora, v katerega so bili vključeni učenci z učnimi težavami in učenci brez učnih težav. V vzorec so bili vključeni štirje učenci z učnimi težavami, stari med 11 in 12 let. Z namenom evalvacije učinkovitosti oblikovanega programa je bila v raziskavi uporabljena multipla študija primera. Program smo ovrednotili z vidika učencev, vidika njihovega izkazovanja spretnosti ter tudi z vidika izvajalk programa. Za namen raziskovalne naloge smo oblikovali dva merska pripomočka, Vprašalnik za samooceno spretnosti, ki so ključne za razvoj samozagovorništva, ter Test vedenjske asertivnosti z ocenjevalno lestvico za opazovanje izvajanja spretnosti. Vključili smo tudi dnevniške zapise vodij dejavnosti na počitniškem taboru. Rezultate smo obdelali kvalitativno v kombinaciji s kvantitativnim vrednotenjem. Rezultati so pokazali spremembe v odgovorih učencev na področjih poznavanja sebe, poznavanja virov pomoči, odnosa do lastnih učnih rezultatov in nekatere spremembe pri izvajanju komunikacijskih spretnosti. Ob tem naše ugotovitve izpostavljajo pristop igre vlog ter oblikovanje majhnih skupin, kot priporočili zlasti za razvijanje komunikacijskih spretnosti. Na nekaterih področjih ugotavljamo manjši učinek načrtovanih dejavnosti (npr. odnos do drugih, samozagovorništvo v soc. okolju). Oblikovani počitniški program lahko služi kot zgled s smernicami za načrtovanje in izvajanje intervencij na področju samozagovorništva v in izven šolskega okolja. Je ena od možnosti pristopa pri oblikovanju in izvajanja tovrstnih programov.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\u27s 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\u27s 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\u27 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\u27 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