Self-advocacy experiences of students with specific learning disabilities

Discussions about students with specific learning disabilities (SLD) often center on finding solutions for the difficulties they face in school. However, there is a lack of emphasis on the self-advocacy experiences of these students. Self-advocacy can empower students with SLD to pursue their interests, understand their rights, and effectively address any violations of those rights. Drawing on self-advocacy, which encompasses four domains (knowledge of self, knowledge of rights, communication, and leadership), this study explores the self-advocacy experiences of students with SLD enrolled in vocational high schools in Istanbul, Turkey. Twelve students (50.0% females; Mage = 15.91 years; SD = 1.08; range = 14–18 years) participated in semi-structured interviews. The findings revealed that: (i) the students had limited knowledge of their SLD conditions, characteristics, and rights, despite having some self-awareness; (ii) they emphasized the difficulties and negative aspects when describing themselves and their school experiences; (iii) they were able to communicate their needs and preferences to school staff, but they were not frequently understood or responded to; and (iv) they rarely demonstrated leadership behaviors when advocating for others. These findings suggest that students with SLD may lack self-advocacy skills and are not effectively advocating for themselves and others in vocational high schools in Turkey.