Relevant bibliographies by topics / Self-Advocacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-Advocacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Self-Advocacy"

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Durkin, Gregory J. "Self-Advocacy." Journal for Nurses in Professional Development 37, no. 5 (2021): 299–300. http://dx.doi.org/10.1097/nnd.0000000000000778.

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Tompkins, Jill. "Self advocacy." Nursing Standard 2, no. 38 (1988): 22. http://dx.doi.org/10.7748/ns.2.38.22.s52.

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Xiong, Xi. "Self‐Advocacy." CSA News 64, no. 9 (2019): 30. http://dx.doi.org/10.2134/csa2019.64.0911.

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Weimer, Barbara Blossom, Martha Cappotelli, and Joseph DiCamillo. "Self-Advocacy." Intervention in School and Clinic 30, no. 1 (1994): 47–52. http://dx.doi.org/10.1177/105345129403000108.

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Shaughnessy, Brian. "Self-Advocacy." BIOPHILIA 1, no. 2 (2002): 2_18_2. http://dx.doi.org/10.14813/ibra.1.2_18_2.

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Downing, Joyce Anderson, Theresa Earles-Vollrath, and Mary B. Schreiner. "Effective Self-Advocacy." Intervention in School and Clinic 42, no. 5 (2007): 300–304. http://dx.doi.org/10.1177/10534512070420050701.

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Simmons, Terry Ann. "Learning self-advocacy." Nursing 44, no. 9 (2014): 50–51. http://dx.doi.org/10.1097/01.nurse.0000452993.11041.72.

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Pennell, Rebekah L. "Self Determination and Self-Advocacy." Journal of Disability Policy Studies 11, no. 4 (2001): 223–27. http://dx.doi.org/10.1177/104420730101100404.

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Goldman, Amy S., and Susan M. Tachau. "Empowerment, advocacy, and self-advocacy for assistive technology1." Technology and Disability 5, no. 3-4 (1996): 243–50. http://dx.doi.org/10.3233/tad-1996-53-403.

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Naumann, Phyllis Luers, and Judith A. Vessey. "Teaching Patients Self-Advocacy." AJN, American Journal of Nursing 102, no. 7 (2002): 24A—24C. http://dx.doi.org/10.1097/00000446-200207000-00023.

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Dissertations / Theses on the topic "Self-Advocacy"

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McNally, Stephen James. "Advocacy and empowerment : self advocacy groups for people with a learning disability." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434573.

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French, Jade. "Art as advocacy : exploring curatorial practice by learning disabled artists as a site for self-advocacy." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19432/.

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Over the past 40 years within the UK the concept of self-advocacy has gained momentum by enabling learning disabled people to speak out in order to affect change. In the same period, inclusive approaches have been taken up both in research and in the arts, reflecting a growing recognition of learning disabled people as researchers, artists, performers and communicators. Yet curation has rarely been used as an inclusive practice and then principally in museums dealing with history rather than in the context of art galleries. Via a practice-led research approach, Art as Advocacy addressed this g
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Kamperman, Sean Allen. "Intellectual/Developmental Disability, Rhetoric, and Self-Advocacy: A Case Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429687963749.

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Mann, Neha. "Visualizing Self-Advocacy: Building Participatory Design Capacity among Invisibilized Communities." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592169173063076.

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Kosine, Natalie R. "Self-advocacy, metacognition, and transition in college freshmen with learning disabilities." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741321&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Goodley, Daniel Adam. "Appraising self-advocacy in the lives of people with learning difficulties." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/15040/.

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This thesis presents an appraisal of self-advocacy in the lives of people with learning difficulties ('self-advocates'). The study consists of thesis (volume I) and appendix (volume II). The thesis attempts to answer three questions: 1. What is the nature of the contemporary self-advocacy movement? 2. How do self-advocacy groups impact upon the lives of people with learning difficulties? 3. How do self-advocacy groups work? The first section of the thesis reviews the literature on self-advocacy of people with learning difficulties, introduces an inclusive social model of disability (the guidin
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Mitchell, Paula Jane. "Self-advocacy and families : co-researching with people with learning difficulties." Thesis, Open University, 1986. http://oro.open.ac.uk/56858/.

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Smith, Ashleigh R. "Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2823.

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To be successful in the general education students with disabilities may require accommodations. Students with disabilities need to develop self-advocating skills to be able to request the accommodations needed in the general education. This article describes a study in which six high school students with learning disabilities were explicitly taught to recognize when an accommodation was needed, select the appropriate accommodation, request the accommodation and then implement the accommodation in the general education classroom. The study indicated that students were able to advocate for them
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Wiles, R. "A comparative study of the self-advocacy movements of mentally devalued people." Thesis, Cranfield University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392263.

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Goldsmith, SaDohl Kisha. "An exploration of school counselors' self-efficacy for advocacy of gifted students." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2707.

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Current research suggests that gifted students possess a unique set of characteristics that require unique skills and knowledge to address properly. School counselors are in a position to address the unique needs of gifted students provided they have the knowledge required for effective interaction. School counselors are called to provide multiple services for all students in the school setting; among those services are to advocate for student needs as well as to maintain a level of knowledge that will facilitate effective advocacy. Although the current literature suggests that school counselo
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Books on the topic "Self-Advocacy"

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Rymsha, Catherine. Self-Advocacy. Edited by Corey Seemiller. SAGE Publications, Inc., 2025. https://doi.org/10.4135/9781071983201.

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1947-, Garner Philip, and Sandow Sarah, eds. Advocacy, self-advocacy, and special needs. D. Fulton, 1995.

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Washington, People First of. Self-advocacy pack. Campaign for People with Mental Handicaps, 1986.

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Dawson, Peter. Taking self-advocacy seriously. EMFEC, 1993.

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Bronach, Crawley, and Campaign for the Mentally Hanicapped., eds. What is self-advocacy? CMH, 1988.

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Steer, Alan. Creativity and self advocacy. AlanSteer, 1993.

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Rachael, Zubal, and Educational Resources Information Center (U.S.), eds. Materials on self-advocacy. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Educational Resources Information Center (U.S.), ed. TARGET, a self-advocacy strategy. University of Kansas, Institute for Adult Studies, Center for Research on Learning, 1998.

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Group, Kidderminster First. Self-advocacy: Speaking for ourselves. Kidderminster First Group, 1989.

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Antolak, Richard. Finding a voice: Self-advocacy, theory & practice. Falkirk Council, 1998.

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Book chapters on the topic "Self-Advocacy"

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Lin, C. Enjey. "Self-advocacy." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1999.

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Duffus, Rebecca, and Lyric Rivera. "Self-advocacy." In Autism, Identity and Me. Routledge, 2024. https://doi.org/10.4324/9781003508458-12.

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Glumbić, Nenad, Mirjana Đorđević, and Branislav Brojčin. "Self-Advocacy." In Digital Inclusion of Individuals with Autism Spectrum Disorder. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12037-4_11.

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Price, Janet, and Jennifer Engel Fisher. "Self-Advocacy." In Take Control of Asperger's Syndrome. Routledge, 2021. http://dx.doi.org/10.4324/9781003238416-4.

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Lin, Christie Enjey. "Self-Advocacy." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1999.

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Bigby, Christine, and Patsie Frawley. "Activism, Advocacy and Self-Advocacy." In Social Work Practice and Intellectual Disability. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05177-6_6.

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Davis, Michelle R., Vincent P. Culotta, Eric A. Levine, and Elisabeth Hess Rice. "Self-Determination and Self-Advocacy." In School Success for Kids With Emotional and Behavioral Disorders. Routledge, 2021. http://dx.doi.org/10.4324/9781003237853-16.

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Shafer, Michael S., Vicki Staples, and Lisa St George. "Self-advocacy and Empowerment." In Evidence-Based Practices in Behavioral Health. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40537-7_14.

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McGinnis, J. Chris. "Poor Self-Advocacy Skills." In Introduction to Primary Care Behavioral Pediatrics. Routledge, 2024. http://dx.doi.org/10.4324/9781003371281-10.

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Curtin, Clare. "Teach Children Self-Advocacy." In Strategies for Collaborating With Children. Routledge, 2024. http://dx.doi.org/10.4324/9781003526582-11.

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Conference papers on the topic "Self-Advocacy"

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Cojocaru, Natalia. "Bariere în autoreprezentarea persoanelor cu dizabilități din Republica Moldova." In International Scientific-Practical Conference "Economic growth in the conditions of globalization". National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cdr.v.2023.17.31.

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The article explores key obstacles faced by people with disabilities from the Republic of Moldova when engaging in self-advocacy, including discriminatory policies, stigma, accessibility issues, resource limitations, lack of support networks, power imbalances, and personal factors. Self-advocacy is pivotal for persons with disabilities, enabling them to express their needs, preferences, and rights, fostering individual empowerment and reshaping societal norms and policies. However, persistent systemic, attitudinal, and environmental barriers impede effective self-advocacy. The article also pre
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Lepore, Taormina, Katrina Lepore, and Katrina Lepore. "NEURODIVERSE ACCESSIBILITY IN PALEONTOLOGY: ADULT DAY PROGRAMS, EXHIBIT DESIGN, AND SELF-ADVOCACY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356716.

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Steketee, Anne. "Students Take Center Stage: Developing Self-Advocacy Through Educational Psychology in Teacher Education." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1689887.

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Shavit, Pnina, and Rinat Michael. "SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH AND WITHOUT LEARNING DISABILITIES: THE CONTRIBUTION OF ACADEMIC SELF-EFFICACY AND SUPPORT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0845.

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Calderone, Jessica, and Kate Wagner. "Empowering Children with Serious Illness: Confidence, Independence and Self-Advocacy at Double H Ranch." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.43.

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Tinstman Jones, Jessica. "Youth Bullying as a Risk for Self-Destructive Behaviors: Call for Awareness and Advocacy." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683193.

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Wijaya, A. P., D. Prihandono, W. Prananta, and M. V. Permana. "Femvertising: Exploring feminist self-identity, brand advocacy, and brand attachment among the Z generation." In THE 2ND INTERNATIONAL CONFERENCE OF MATHEMATICS EDUCATION, LEARNING, AND APPLICATION. AIP Publishing, 2024. https://doi.org/10.1063/5.0241952.

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Nikolaraizi, Magda, Maria Papazafiri, Christina Kasapi, Christina Kofidou, and Vassileios Argyropoulos. "THE ROLE OF SELF-ADVOCACY TRAINING IN THE ACCESS AND INCLUSION OF STUDENTS WITH DISABILITIES." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2448.

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Shavit, Pnina, and Anat Moshe. "SOURCES OF SUPPORT FOR STUDENTS WITH DISABILITIES STUDYING AT INSTITUTIONS OF HIGHER EDUCATION TO NURTURE SELF-DETERMINATION AND SELF-ADVOCACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0948.

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Ryan, Claire. "Self-Advocacy and Social Skills Training as Predictors for Social and Community Engagement of Deaf Adults." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1576270.

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Reports on the topic "Self-Advocacy"

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Konya, Tara J., and Nancy J. Hodges. Advocacy through Appearance: An Exploration of Professional Identity, Self-Sufficiency, and the Clothing-Related Non-Profit. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1727.

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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, 2022. http://dx.doi.org/10.51163/creative-gen009.

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Introduction to Case-making and Systems Change in Arts & Cultural Education is an overview of a collaborative project between Creative Generation and ElevateArtsEd undertaken to better understand how practitioners - such as artists, educators, community leaders, and more - can make the case for and also advocate through arts and culture to drive systemic change and address complex challenges. The project seeks to expand the knowledge base of case-making and systems change in the field of arts and cultural education and provide resources to support effective actions for practitioners and yo
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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Summary of findings from Survey #2, Sources of Info & Recommendations. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1168.

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The following pages describe initial findings from the first of four surveys administered in a state of the field study as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships and employment). In
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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Summary of Findings from Survey #1, Current Practices. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1167.

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The following pages describe initial findings from the first of four surveys administered in a state of the field study as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships, and employment). In
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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Overview of Study Findings. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1170.

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This report summarizes findings from three surveys (n=76) and focus groups (n=30) administered as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships and employment). Surveys asked zoo and aquari
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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individu
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Kelley, Allyson, Brighten Crawford, Morgan Witzel, et al. Spirituality in the Workplace: A qualitative study of spiritual practices of a small woman-owned research and evaluation company. Allyson Kelley & Associates PLLC, 2024. http://dx.doi.org/10.62689/cx0hnl.

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Workplace spirituality has been defined as a framework for organizational values that is part of the culture, connection, and future. AKA is a small woman-owned, spirit-led business. Our mission and vision direct us toward programs, research, evaluation, and communities that match our values, theories, and interests. Because spirituality is essential for wellness, well teams, and well communities, we designed this study to explore AKA team member views about spirituality and how they incorporate spirituality in their work. The following research questions to guide this study: 1) What are some
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Porter, Joanne, Sambath My, Megan Simic, et al. Evaluation of the new wave Gippsland capacity building project: evaluation 2023-2024. Federation University, 2024. http://dx.doi.org/10.35843/enwgcbpe24.

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Funded by the Australian Government National Disability Insurance Agency (NDIA) Information, Linkages and Capacity Building (ILC) grant, the New Wave Gippsland Capacity Building Project aimed to build capacity and develop skills, knowledge, and abilities of people with an intellectual disability, acquired brain injury (ABI) or complex communication in the Gippsland region. The key element of this project was the engagement, training, and support of Peer Educators in developing and delivering the Sexual Lives & Respectful Relationships (SL&RR) program and network in Gippsland. It also a
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Samuel Jegede, Ayodele, Isaac Olawale Albert, and Adeniran Aluko. Key Considerations: Post-Trauma Impacts in Conflict-Affected Communities in Northern Nigeria. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/sshap.2024.062.

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Since 2009, the Boko Haram insurgency has become the most prominent source of violence in northern Nigeria, particularly affecting the north-east. The group’s activities, including bombings, assassinations, and mass abductions, have resulted in over two million people being displaced and a severe humanitarian crisis.1,2 Clashes between farmers and herders over land and resources in central Nigeria have spread to northern states, intensifying the existing humanitarian crisis.2 In addition, north-west Nigeria regularly experiences banditry that is characterised by kidnappings for ransom, armed r
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