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Dissertations / Theses on the topic 'Self-Advocacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Parr, Michelann. "More than words: Text-to-speech technology as a matter of self-efficacy, self-advocacy, and choice." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18738.

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This dissertation recognizes that reading is far more than decoding and identifying individual words on the printed page. Reading is not only a matter of skill and strategy, but it is also intertwined with choice, access, self-efficacy, and self-advocacy as a reader. While many students will develop these characteristics within the context of traditional print texts, there will be some who have limited access to print texts as a result of inefficient word-solving and code breaking. This ethnographic inquiry recounts the story of one classroom community nested within multiple contexts, as in

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12

Balint, Langel Orsolya Kinga. "Evaluating the effects of the self-advocacy strategy on student participation in educational meetings for middle school students with disabilities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6049.

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This study examined the effects of the Self-Advocacy Strategy delivered via the CD (i.e., SACD) on self-advocacy skills of fifteen middle school students with mild and moderate disabilities. A pre-/and posttest experimental design with random assignment to treatment or wait-list control groups was employed to investigate changes in student participation and level of self-determination post-intervention. The SACD instruction addressed essential self-advocacy skills, including knowledge of self and communication. Results showed significant differences in favor of the treatment group when compare

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13

Kautzman-East, Melanie A. "The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970.

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14

Brown, Patricia Johnson. "Effects of self advocacy training in leisure on adults with severe physical disabilities." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53918.

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The purpose of this exploratory study was to determine the extent to which a self-advocacy training intervention in leisure would alter the pre-and-post-scores of tests on knowledge of rights and responsibilities, attitudes toward leisure, and behavior in leisure on adults with severe physical disabilities participating in an adult daycare program. Four one and one half hour training modules focusing on rights and responsibilities (Rights Now) and leisure access in the community (LIFE: Leisure Is For Everyone) were used for the treatment intervention. Thirty-nine adults ranging in age from 2

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15

Myers, Brooke Karleen. "Formative evaluation of group self-determination/self-advocacy training for adolescents with high functioning autism or Asperger's syndrome." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/17465.

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Over the past two decades, educators have recognized the importance of teaching students with disabilities to be self-determined, socially and emotionally competent individuals who can advocate for themselves. Unfortunately, the majority of students who require explicit instruction in these areas do not receive it. These three areas of instruction are especially important for students with high functioning autism/Asperger’s syndrome (HFA/AS) because exposure to negative encounters with peers and teachers and lack of guidance during the transition from childhood to adulthood has been linked to

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16

Denney, Stephen C. "THE IMPACT OF THE CAREER AND SELF-ADVOCACY PROGRAM ON THE SELF-DETERMINATION SKILLS OF YOUTH WITH DISABILITIES." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1196091452.

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17

Aydogan, Mustafa. "The Relationship of Self-Efficacy, Self-Advocacy, and Multicultural Counseling Competency of School Counselors: A Structural Equation Model." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625525456093709.

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18

Chambers, Alex Wayne. "Effects of a Self-Advocacy Intervention on Latino Male College Students' Ability to Request Academic Accommodations." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612556.

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While the number of students with learning disabilities entering the postsecondary environment is rising, many of these students have not yet acquired the skills to help them request necessary academic accommodations. Students with learning disabilities need to recognize how their disability affects their academic learning, and need to have the strategies and skills known as self-advocacy, so that they can request and obtain these accommodations. Unfortunately, many of these students, particularly Latino students, have not been given the opportunity to acquire advocacy skills prior to entering

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19

Cambric, Mercedes N. "The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7005.

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Over the past several decades the number of youth living with a chronic health condition has drastically increased. A chronic health condition can be defined as an illness that lasts three months or more that can be controlled but not cured (Centers for Disease Control and Prevention [CDC], 2010). Although there is existing literature on youth with chronic health conditions, there are very few studies that examine the levels of health literacy, resiliency and support/advocacy within this population. The current study is a secondary analysis that utilized data col

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20

Chapman, Rohhss. "The role of the self-advocacy support-worker in UK People First Groups : developing inclusive research." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424812.

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21

Parsloe, Sarah M. "“Real People. Real Stories.”: Self-Advocacy and Collective/Connective Action on the Digital Platform, The Mighty." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497536100831896.

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22

Walker, Quiteya Dawn. "An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/617.

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Although much has been written about the relationship between career maturity and career decision self-efficacy of college students, the literature review provided no studies that investigated the relationship between career maturity, career decision self-efficacy, and self-advocacy; therefore the purpose of this study was to explore the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities. An increasing number of college students with disabilities are attending postsecondary institutions, and the figures are c

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23

Steen, Linda. "Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115908.

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In this study, special needs teachers and students with reading and writing difficulties in an upper secondary school are in focus. The research questions strive to answer how special needs teachers work in upper secondary school with students with reading and writing difficulties and what special needs teachers experience when working in upper secondary school with students with reading and writing difficulties. What do students with reading and writing difficulties experience and perceive in the transition between primary school and upper secondary school, and further studies in upper second

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24

Adams, Carolyn D. "Development of the Self-Advocacy Measure for Youth: Initial Validation Study with Caregivers of Elementary Students with Attention-Deficit/Hyperactivity Disorder." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5445.

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Self-advocacy for persons with disabilities involves demonstrating knowledge of oneself and knowledge of rights afforded to individuals with disabilities through one's communication with others and leadership skills. These self-advocacy skills are significantly associated with positive outcomes after high school for students with a range of disabilities. However, knowledge of elementary students' self-advocacy skills is limited. One reason for this lack of evidence is that a psychometrically sound instrument designed to measure the cumulative skills within the self-advocacy construct did not e

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25

Dowden, Angel. "Implementing Self-Advocacy Training within a Brief Psychoeducational Group to Improve the Academic Motivation of Black Adolescents." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03152010-094419/.

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The purpose of this dissertation is to make inference about the effectiveness of self-advocacy training in increasing the academic motivation and academic self-concept of Black adolescents. Action research and phenomenological approaches are utilized concurrently throughout the N=1/ ABA single subject experimental design that will be repeated six times. Black adolescents are confronted with ongoing social barriers that affect their academic motivation. School counselors can improve the educational landscape for Black adolescents by employing advocacy competencies in their schools. The disserta

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26

Callus, Anne-Marie. "A qualitative study of the self-advocacy movement for people with the label 'intellectual disability' in Malta." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550270.

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The history of self-advocacy of people with intellectual disability in Malta is quite recent, with the first formal initiative being taken in 2003, by the National Commission Persons with Disability (KNPD). This thesis investigates the development of these initiatives within the Maltese context. It takes a social constructionist approach in order to investigate how the label 'intellectual disability' is understood by people with intellectual disability and by those who play key roles in their lives; to explore the principal forces that impinge on the lives of people with intellectual disabilit

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27

Kelly, Samuel J. "The views of students with dyslexia on the transition to secondary school : the importance of self-advocacy." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4429/.

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The transition to secondary school can be a stressful and challenging process for young people, especially those with special educational needs. While research acknowledges the importance of additional support for students with dyslexia at post-secondary transition, a systematic literature review indicated that very little research has studied their experience during transition to secondary school. Additionally, there is a growing evidence base for the importance of vulnerable students being taught to self-advocate during transition, though limited research has investigated its efficacy for yo

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28

Homer, Robyn L. "In the (Radical) Pursuit of Self-Care: Feminist Participatory Action Research with Victim Advocates." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5242.

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Despite victim advocates' missions of helping survivors of abuse, advocacy work takes a toll on workers. Advocates perform a multitude of tasks in their jobs including care work, emotional labor, and empowerment counseling which may subject them to consequences such as burnout, compassion fatigue, and compassion satisfaction. As such, this thesis details the work I conducted with the Butterfly Domestic Violence and Sexual Assault agency shelter advocates. The purpose of my thesis was to (1) document and review advocates' self-identified work-related needs and to (2) co-construct an educational

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29

Damron, Audryn. "Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5935.

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The purpose of this study was to examine the effects of explicitly teaching self-advocacy skills to three middle school students with mild/moderate disabilities by having them memorize a script and request accommodations in a training and generalization setting. The intervention components included 16 lessons comprising discussion and reflection about their disabilities and educational rights under IDEA, a four-part script, and a prompting procedure. The script included (a) greeting teacher and asking if it's a good time to talk, (b) expressing concern with assignment, (c) asking for accommoda

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Crayton, Tiffany. "Rediscovery of Self After Counseling for Female Survivors of Intimate Partner Violence." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4722.

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Researchers have indicated that survivors of intimate partner violence (IPV) have lost a sense of self while being with their abuser. But little or nothing has been published on the rediscovery of self after counseling among female survivors of IPV. The purpose of this phenomenological study which helped to guide the research question and the method of the study was to help bridge the gap in the professional counseling literature by exploring the rediscovery of self after counseling from the perspective of female survivors of IPV. The research question for this study examined the lived experie

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31

Walter, Sandra L. "Understanding our students : how aspects of students' pre-collegiate lives correlate with self advocacy, confidence, and risk taking." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130864.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, February, 2021<br>Cataloged from the official PDF version of thesis.<br>Includes bibliographical references (pages 80-81).<br>A US childhood trauma epidemic has created lifelong negative effects for children across the US. In addition to being connected to long term health conditions, Adverse Childhood Experiences (ACEs) make it difficult for students to learn in traditional classrooms. Although trauma-informed teaching has become popular in the K-12 setting in recent years, college classrooms remain ess

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32

Tucker, Shirley E. "Introversion and self-advocacy concomitant predictors of end-of-year attrition rates for college freshman with learning disabilities /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.

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Fussell, Elizabeth. "Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1757.

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This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2) school-wide intervention had occurred, (3) self-determination goals were included in individualized education programs (IEPs) and transition plans, and (4) there was awareness of the curriculum capacity among Tennessee educators. This study employed descriptive and comparative statistical methods to establish assumptions regarding the curriculum's effectiveness. Educators were grouped based on their teaching

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34

Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's

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Brunello-Prudencio, Loreta A. "Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58985.pdf.

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36

Racine, Timothy Philip. "Effects of counterattitudinal advocacy, reflection, and trait self-deception on attitude towards actors in Kohlberg's Heinz dilemma (Lawrence Kohlberg)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ61483.pdf.

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37

Whitaker, Chinita Marnae. "A study of the effects of departmental support and self perception on the advocacy role of hospital social workers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/626.

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The objective of this study is to explore the extent to which hospital social workers engage in advocacy activities, and the degree to which they feel supported by their departments to advocate on behalf of clients. To obtain this objective, the following areas on hospital social workers will be addressed: (a) work experience, (b) time spent on social work functions and (c) the degree to which encouragement is provided by the department for advocacy. An anonymous questionnaire was administered to twenty six social workers from the Atlanta VA Medical Center located in Decatur, Georgia.

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Gault, Barry. "Punters and providers in the North of Scotland : a study of shared experiences." Thesis, Robert Gordon University, 2007. http://hdl.handle.net/10059/242.

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The research was carried out during a time when residential provision for people with learning difficulties in the north of Scotland was changing from being hospital based towards being community centred. The aim was to utilise an understanding of the dynamics of past provision to shed light upon present practice and planning for the future: focussing upon that form of ‘difference’ which has been given the name ‘learning difficulty’. The research utilised records, interviews, narratives and discussion groups to explore the experiences of providers of services, service users and those who were

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Cambric, Mercedes N. "Validating the Construct of Resiliency in the Health Literacy and Resiliency Scale (HLRS-Y) with the Child and Youth Resiliency Measure (CYRM-28)." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7757.

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Chronic health conditions in youth have increased over the last several decades. It is estimated that within the United States there are between 15% to 18% of youth who are living with a chronic health condition (Centers for Disease Control and Prevention [CDC], 2010). The CDC defines a chronic health condition as an illness that lasts for three months or longer that can be managed, but not cured (CDC, 2010). Although there is some research on youth living with chronic illnesses, there are minimal studies that assess the constructs of health literacy, resiliency, and support/advocacy within th

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40

McDonald, Andrea Charmaine. "Teacher Perceptions of Self-Determination, Students with Disabilities, and Peer Advocates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5375.

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Self-determination and self-advocacy skills, necessary for students to successfully transition to secondary education and beyond, are often missing in students with disabilities. These skills are an important part of the process of addressing transition in an Individualized Education Program (IEP). The purpose of this case study was to gain an understanding of general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities. Guided by Deci and Ryan's self-determination theory, this study examined general education teachers' perceptions abo

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Waters, Lee Alison. "The effect of socializing with hard-of-hearing peers on the self-advocacy of hard-of-hearing school-aged children /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192188471&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-83). Also available for download via the World Wide Web; free to University of Oregon users.

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Westerman, Richard. "Exploring the potential challenges and benefits of multi-media self-advocacy tools for young people aged 16-25 with cerebral palsy." Thesis, University of East London, 2017. http://roar.uel.ac.uk/7312/.

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This action research study aimed to improve practice by identifying the barriers of using multimedia self-advocacy tools with young people with Cerebral Palsy, and developing strategies to overcome these challenges. A literature review highlighted the limited evidence in the area of self-advocacy for young people with Cerebral Palsy, as well as demonstrating the benefits of emancipatory qualitative methodologies. The planning of the research was person-centred, and carried out with immense thought towards the Children and Families Act (2014), and other relevant codes of practice. Three young p

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Strand, Lauren Rose. "Toward the Transformative Inclusion of Students with Nonvisible Disabilities in STEM: An Intersectional Exploration of Stigma Management and Self-Advocacy Enactments." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554920049665926.

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Rikardsson, Sandra. "Att stå upp för sin rätt– är det värt det? : En intervjustudie med elever som har dövhet eller hörselnedsättning om self-advocacy i övergången till gymnasiet." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194699.

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Syftet med studien är att bidra med kunskap om under vilka omständigheter elever med dövhet eller hörselnedsättning (d/hns) utövar self-advocacy i övergången från högstadiet till gymnasiet. Self-advocacy innebär att individen står upp för sina behov och påverkar sin omgivning för att få likvärdiga förutsättningar till delaktighet. Detta är en kvalitativ intervjustudie med abduktiv ansats. Resultatet bygger på intervjuer med åtta gymnasieelever med dövhet eller hörselnedsättning som går tillsammans med hörande klasskamrater. Teorier om self-advocacy och identitet används i analysen och relation

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Williams, Val. "Being researchers with the label of learning difficulty : an analysis of talk in a project carried out by a self-advocacy research group." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247042.

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Kleman, Carolyn Cable. "A PATH ANALYSIS OF TRUST IN NURSES, SOCIAL SUPPORT, PATIENT SELF-ADVOCACY, PSYCHOLOGICAL DISTRESS, AND PHYSICAL SYMPTOMS IN PATIENTS WITH CHRONIC HEART FAILURE." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent150513325871688.

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Michali, Yvonne E. "Increasing Teacher Awareness of Self-Determination." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397663105.

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Forrest, Vic. "A qualitative enquiry into the process of supporting self-directed researchers with learning difficulties." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/3870.

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This dissertation is concerned with the under-researched subject of supporting people with learning difficulties to be in control of their own self-advocacy group while undertaking self-directed research. Guided by the social model of disability and emancipatory disability research principles I supported a group of people with learning difficulties within a self-advocacy organisation throughout the course of their own self-directed research project. At the same time, drawing upon various sources of data, I reflexively studied and analysed my own support practice, constructing the critical ethn

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Soares, Alessandra Miranda Mendes. "Nada sobre nós sem nós: estudo sobre a formação de jovens com deficiência para o exercício da autoadvocacia em uma ação de extensão universitária." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4919.

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Made available in DSpace on 2015-05-07T15:09:58Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2374514 bytes, checksum: 4986d747fab2d74a974c9162a06163f1 (MD5) Previous issue date: 2010-10-05<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aims at identifying and analysing those factors that foster the development of selfadvocacy of young people with disability in the contexto of the Extra-mural Project Pró-Leader: promoting self-advocacy of young people with disability. In this study, selfadvocacy is defined as na action and voice of a person or a group of people

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McCormick, Laura J. "Women and Thyroid Disease: Treatment Experiences and the Doctor-Patient Relationship." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1362.

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Thyroid disease, a chronic illness, affects nearly 200 million people worldwide and is more common among women than in men. Numerous factors make diagnosing and treating thyroid disease in women challenging. The standard blood test for diagnosing thyroid disease and determining treatment effectiveness is inconsistent in its accuracy. Many women with thyroid disease are misdiagnosed or struggle with symptoms even once receiving treatment. Although thyroid disease is highly prevalent among women and the doctor-patient relationship is known to influence treatment outcomes, there is a gap in the l

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