مطالب

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.

The study aimed to examine whether and the extent to which children’s self-concept of ability is predicted by their gender, parental and teacher’s beliefs. Next, this study aimed to investigate whether and the extent to which children’s dictation performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. Finally, the study investigated whether and to what extent children’s reading performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. A total of 89 Iranian Persian-speaking elementary school fourth-graders, along with their parents and teachers, took part in the study. Five instruments were used in the study: two tests measuring the students’ reading and dictation levels in their native language, one questionnaire assessing the children’s reading and dictation-related self-concept of ability, and two questionnaires assessing the teachers’ and parents’ beliefs regarding reading and dictation level of children. Descriptive statistics, correlation, and multiple regression were run to analyze the data. The findings indicate that children’s self-concept of ability is affected by parental and teacher’s beliefs. Moreover, the results showed that children’s dictation performance is affected by their gender, self-concept of ability, parental and teacher’s beliefs. Finally, the study showed that children’s reading performance is affected by their gender, parental and teacher’s beliefs. Overall, the findings of the present study highlight the importance of children’s self-concept of ability and teachers and parents’ awareness of how their beliefs benefit students’ attainment and development of self-concept of ability.