Empirical Research on Self-advocacy Skills Education Based on Developmental Stage and the Characteristics of Disabilities

2014 Fiscal Year Final Research Report

• Project/Area Number: 24730765
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Special needs education
• Research Institution: Kagoshima University
• Principal Investigator: KATAOKA MIKA 鹿児島大学, 教育学部, 准教授 (60452926)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 自己権利擁護 / 自己理解 / 提唱力 / 障害理解 / 発達段階 / 障害特性 / 教育的支援 / ナラティブアプローチ

Outline of Final Research Achievements

The educating of self-advocacy skills (SAS) requires the ability to view self-objectively, which is acquired around nine years of age. In addition to this, teaching advocacy skills requires expressive phrases according to the students’ age, as well as flexible learning due to various forms of support available from school to school. Whether the students have Autistic Spectrum Disorder or not affects self-understanding and advocacy skills, along with the effects of the existence of intellectual disabilities on the contents of SAS education and teaching methods. Overall, an awareness of the developmental stage is needed to adjust for students’ disabilities and language abilities, and to teach using a narrative approach.

Free Research Field

社会科学