Szerző szerinti böngészés "Lilleoja, Lii"

Megjelenítve 1 - 2 (Összesen 2)
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    EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
    (2021-03-30) Tammemäe, Tiiu; Lilleoja, Lii; Valma , Mari-Liis
    There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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    Study Experiences of People Diagnosed with Attention Deficit Hyperactivity Disorder in Adulthood
    (2025-09-28) Lilleoja, Lii; Ostapiv, Kristiina
    In recent years, the number of adults diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has risen significantly worldwide, including in Estonia. In 2024, a study was conducted focusing on the learning experiences of adults who were diagnosed with ADHD in adulthood. The study involved a total of 10 adults aged between 23 and 49 who had previous experience in higher education. The aim of the study was to explore the learning experiences and perceptions of individuals diagnosed with ADHD in adulthood, particularly in relation to coping with academic activities. A qualitative research method was used, and data were collected through narrative interviews. Participants reported difficulties related to executive functioning, learning challenges, and mental health. Although they occasionally received support from both educational institutions and external sources, they mostly had to rely on self-developed strategies and personal resilience. The results highlighted that emotional and social support, involvement of support networks, and adaptations in the learning environment are crucial in supporting learners with ADHD. The findings provide insights into how to better support students with similar needs within the education system.