Science time 4-jild 2-son (2026) · 617-622-betlar
CLASSROOM STRATEGIES MODEL AND TEACH SELF-ADVOCACY AND SELF-DETERMINATION SKILLS
N.N.Qodirova, G.Salomova
Annotatsiya
This article explores effective classroom strategies for modeling and teaching self-advocacy and self-determination skills among students in modern educational settings. In the context of inclusive and learner-centered education, developing students’ ability to express their needs, set personal goals, make informed decisions, and take responsibility for their learning has become a fundamental pedagogical objective. The study analyzes theoretical foundations of self-advocacy and self-determination, drawing upon contemporary educational psychology and special education research. The article highlights practical instructional strategies such as explicit skill modeling, role-playing activities, goal-setting frameworks, reflective dialogue, collaborative learning environments, and formative assessment techniques. Special attention is given to differentiated instruction and culturally responsive teaching approaches that empower diverse learners, including students with disabilities and those from multilingual backgrounds. The paper also emphasizes the teacher’s role as a facilitator who fosters autonomy, intrinsic motivation, and resilience through supportive feedback and structured opportunities for independent decision-making. The research underscores the importance of integrating self-advocacy and self-determination instruction into everyday classroom routines rather than treating them as isolated skills. The findings suggest that systematic implementation of these strategies enhances students’ academic engagement, self-confidence, leadership capacity, and long-term life success. The article contributes to contemporary pedagogical discourse by offering a comprehensive framework for educators aiming to cultivate autonomous and self-directed learners.
Metadata manbasi: jurnal OAI-PMH arxivi · Sindex toʻliq matnni saqlamaydi, manbaga havola beradi.