Development of an Inclusive Public Speaking Training Model for Individuals with Disabilities Based on the Zone of Proximal Development (ZPD) to Enhance Social Independence
Keywords:
Public Speaking, Inclusion, Zone of Proximal Development, Scaffolding, Social Independence.Abstract
This research aims to develop an inclusive public speaking training model for persons with disabilities based on the Zone of Proximal Development (ZPD) theory. The model is designed to strengthen social autonomy through adaptive communication strategies and responsive learning tailored to participants' needs. It addresses the urgent need for training that not only enhances speaking skills but also builds self-confidence and inclusive social participation. This study employs a mixed-methods approach with a sequential explanatory design. The initial phase conducts a quantitative analysis using Structural Equation Modelling–Partial Least Squares (SEM–PLS) to test construct validity, instrument reliability, and the relationships between variables. Subsequently, a qualitative analysis uses NVivo to explore participants' personal experiences, thereby allowing the statistical results to be interpreted more deeply and contextually. The results indicate that the scaffolding component provides the largest contribution to the increase in social autonomy (57%), comprised of 27% from individual exercises and 30% from collaborative exercises. The initial assessment serves as the foundation with a 49% contribution, functioning to map the participants' baseline abilities. The model demonstrates high predictive power (R² = 0.92). Qualitative data reveal that peer support fosters motivation, individual exercises enhance self-efficacy, feedback trains self-regulation, reflection deepens personal awareness, and gradual exposure builds readiness to perform in public spaces. This study yields an innovative ZPD-based public speaking training model, integrating initial assessment and scaffolding as the key to strengthening the social autonomy of persons with disabilities. This model can be applied in inclusive education to help persons with disabilities enhance their communication, self-confidence, and social participation.
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