درخت حوزه‌های تخصصی

The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.

Different techniques can be used to enhance EFL students’ vocabulary learning. One such technique can be learning-oriented assessment (LOA) which may have a positive impact on vocabulary learning. To investigate the effect of LOA on EFL learners’ vocabulary learning and retention, 60 intermediate EFL learners were selected. After checking the homogeneity of the participants by using an Oxford Placement Test (OPT), 60 participants were selected and they took a pretest of vocabulary. Afterward, they were divided into 2 groups, the experimental group received the LOA treatment and the control group received the placebo. Based on Carless framework (2007), LOA was applied in the experimental group for 40 hours. Then, both groups took the post-test and the delayed post-test after 2 weeks. The reliability of the pretest, post-test, and delayed post-test was considered acceptable. Two repeated-measures ANOVAs were used to determine whether there were statistical differences between the pretest, post-test, and delayed post-test of each group. Also, two independent-samples t-tests were used to determine the differences between the post-test of the two groups and their delayed post-tests. The results showed that LOA significantly affected the experimental group’s vocabulary learning. On the other hand, LOA did not have any significant impact on the learners’ retention of vocabulary in the delayed post-test. The most important implication of the study is that for better retention of words, more hours of LOA instruction are needed.