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You searched for subject:(Self advocacy). Showing records 1 – 30 of 65 total matches.

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University of Kansas

1. ZHANG, E. Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities.

Degree: PhD, Applied Behavioral Science, 2018, University of Kansas

Self-advocacy skills are critical to people with disabilities because millions still face discrimination and barriers in their daily lives. Advocacy skills can help empower people… (more)

Subjects/Keywords: Behavioral psychology; advocacy email; advocacy letter writing; advocacy phone call; disability; self-advocacy skill

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APA (6th Edition):

ZHANG, E. (2018). Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27902

Chicago Manual of Style (16th Edition):

ZHANG, E. “Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities.” 2018. Doctoral Dissertation, University of Kansas. Accessed December 06, 2019. http://hdl.handle.net/1808/27902.

MLA Handbook (7th Edition):

ZHANG, E. “Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities.” 2018. Web. 06 Dec 2019.

Vancouver:

ZHANG E. Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1808/27902.

Council of Science Editors:

ZHANG E. Development and Evaluation of an Evidence-Based Advocacy Training Package for People with Disabilities. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27902


Vanderbilt University

2. Clifford, Stacy Anne. Indispensable Idiocy: Cognitive Disability and the Social Contract.

Degree: PhD, Political Science, 2011, Vanderbilt University

 In my dissertation, I argue that democratic theory harbors a paradox of personhood in which theorists hinge human equality to the concept of personhood, but… (more)

Subjects/Keywords: citizenship; personhood; self-advocacy; feminism; Locke; Rawls

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APA (6th Edition):

Clifford, S. A. (2011). Indispensable Idiocy: Cognitive Disability and the Social Contract. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-12022011-135421/ ;

Chicago Manual of Style (16th Edition):

Clifford, Stacy Anne. “Indispensable Idiocy: Cognitive Disability and the Social Contract.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed December 06, 2019. http://etd.library.vanderbilt.edu//available/etd-12022011-135421/ ;.

MLA Handbook (7th Edition):

Clifford, Stacy Anne. “Indispensable Idiocy: Cognitive Disability and the Social Contract.” 2011. Web. 06 Dec 2019.

Vancouver:

Clifford SA. Indispensable Idiocy: Cognitive Disability and the Social Contract. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Dec 06]. Available from: http://etd.library.vanderbilt.edu//available/etd-12022011-135421/ ;.

Council of Science Editors:

Clifford SA. Indispensable Idiocy: Cognitive Disability and the Social Contract. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu//available/etd-12022011-135421/ ;


San Jose State University

3. Russler, Steven Michael. A Study of Self-advocacy Among Students With Learning Disabilities at SJSU.

Degree: MA, Sociology, 2010, San Jose State University

  Using social constructionist theories, this research explored how students' demographics and environmental influences affected the use of self-advocacy as a tool to succeed in… (more)

Subjects/Keywords: Disabilities; Higher Education; Self-advocacy; Sociology

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APA (6th Edition):

Russler, S. M. (2010). A Study of Self-advocacy Among Students With Learning Disabilities at SJSU. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.jk48-8br5 ; https://scholarworks.sjsu.edu/etd_theses/3826

Chicago Manual of Style (16th Edition):

Russler, Steven Michael. “A Study of Self-advocacy Among Students With Learning Disabilities at SJSU.” 2010. Masters Thesis, San Jose State University. Accessed December 06, 2019. https://doi.org/10.31979/etd.jk48-8br5 ; https://scholarworks.sjsu.edu/etd_theses/3826.

MLA Handbook (7th Edition):

Russler, Steven Michael. “A Study of Self-advocacy Among Students With Learning Disabilities at SJSU.” 2010. Web. 06 Dec 2019.

Vancouver:

Russler SM. A Study of Self-advocacy Among Students With Learning Disabilities at SJSU. [Internet] [Masters thesis]. San Jose State University; 2010. [cited 2019 Dec 06]. Available from: https://doi.org/10.31979/etd.jk48-8br5 ; https://scholarworks.sjsu.edu/etd_theses/3826.

Council of Science Editors:

Russler SM. A Study of Self-advocacy Among Students With Learning Disabilities at SJSU. [Masters Thesis]. San Jose State University; 2010. Available from: https://doi.org/10.31979/etd.jk48-8br5 ; https://scholarworks.sjsu.edu/etd_theses/3826


Texas A&M University

4. Carrillo, Alicia A. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.

Degree: 2013, Texas A&M University

 The purpose of this study was to conduct an in-depth look into the perceptions of the college experiences of a male, Mexican-American student with Attention… (more)

Subjects/Keywords: ADHD; Postsecondary Education; Deficit Thinking; Self Determination; Self Advocacy

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APA (6th Edition):

Carrillo, A. A. (2013). A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Thesis, Texas A&M University. Accessed December 06, 2019. http://hdl.handle.net/1969.1/151669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Web. 06 Dec 2019.

Vancouver:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1969.1/151669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Dotson, Lauren. Student Engaged IEPs and the Promotion of Self-Advocacy .

Degree: 2017, California State University – San Marcos

 In the field of special education, students are referred, assessed and receive multiple interventions in order to be placed in settings, programs, and learning experiences… (more)

Subjects/Keywords: Self-advocacy; Individual Education Program; Ownership; accountability; awareness; Involvement; Self-determination

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APA (6th Edition):

Dotson, L. (2017). Student Engaged IEPs and the Promotion of Self-Advocacy . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dotson, Lauren. “Student Engaged IEPs and the Promotion of Self-Advocacy .” 2017. Thesis, California State University – San Marcos. Accessed December 06, 2019. http://hdl.handle.net/10211.3/194633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dotson, Lauren. “Student Engaged IEPs and the Promotion of Self-Advocacy .” 2017. Web. 06 Dec 2019.

Vancouver:

Dotson L. Student Engaged IEPs and the Promotion of Self-Advocacy . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10211.3/194633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dotson L. Student Engaged IEPs and the Promotion of Self-Advocacy . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

6. Gordon, Jeffrey M. Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations.

Degree: PhD, Applied Behavioral Science, 2015, University of Kansas

 This study’s purpose was to pilot test the Access to Success online self-advocacy skills tutorial. The Access to Success tutorial was implemented with four community… (more)

Subjects/Keywords: Behavioral psychology; Psychology; Behavioral sciences; Classroom Accommodations; Face-to-Face Skills Training; Online Self-Advocacy Skills Training; Online Tutorial; Self-Advocacy Skills; Self-Advocacy Skills Training

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APA (6th Edition):

Gordon, J. M. (2015). Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21699

Chicago Manual of Style (16th Edition):

Gordon, Jeffrey M. “Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 06, 2019. http://hdl.handle.net/1808/21699.

MLA Handbook (7th Edition):

Gordon, Jeffrey M. “Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations.” 2015. Web. 06 Dec 2019.

Vancouver:

Gordon JM. Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1808/21699.

Council of Science Editors:

Gordon JM. Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21699

7. Fernandez, Daniel. A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College.

Degree: MS, Counseling (Vocational Rehabilitation, 2014, California State University – Sacramento

 The purpose of this project was to develop a handbook for new students entering Disability Support Program and Services (DSPS) at San Joaquin Delta College… (more)

Subjects/Keywords: Self-advocacy; Handbook; Disabilities

Advocacy-Self-advocacy includes the ability for one to obtain personal goals, plan 8… …accommodations, self-advocacy and other services. Reasonable Accommodations Academic accommodations are… …for Higher Education, n.d.). Self-Advocacy According to the ACCESS Project Department… …of Occupational Therapy at Colorado State University (2010), self-advocacy skills… …are an important key to college and life success. Through self-advocacy skill development… 

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APA (6th Edition):

Fernandez, D. (2014). A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/131512

Chicago Manual of Style (16th Edition):

Fernandez, Daniel. “A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College.” 2014. Masters Thesis, California State University – Sacramento. Accessed December 06, 2019. http://hdl.handle.net/10211.3/131512.

MLA Handbook (7th Edition):

Fernandez, Daniel. “A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College.” 2014. Web. 06 Dec 2019.

Vancouver:

Fernandez D. A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10211.3/131512.

Council of Science Editors:

Fernandez D. A handbook for new students with the Disability Support Programs and Services at San Joaquin Delta College. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/131512


University of Akron

8. Kautzman-East, Melanie A. The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions.

Degree: PhD, Counselor Education and Supervision, 2016, University of Akron

 Through advocacy over approximately three decades the counseling profession has achieved professional rights and benefits of other mental health providers (e.g., licensure nationwide, third party… (more)

Subjects/Keywords: Counseling Education; advocacy; counseling; personality; self-efficacy; professional identity; multiple regression

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APA (6th Edition):

Kautzman-East, M. A. (2016). The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970

Chicago Manual of Style (16th Edition):

Kautzman-East, Melanie A. “The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions.” 2016. Doctoral Dissertation, University of Akron. Accessed December 06, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970.

MLA Handbook (7th Edition):

Kautzman-East, Melanie A. “The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions.” 2016. Web. 06 Dec 2019.

Vancouver:

Kautzman-East MA. The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions. [Internet] [Doctoral dissertation]. University of Akron; 2016. [cited 2019 Dec 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970.

Council of Science Editors:

Kautzman-East MA. The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions. [Doctoral Dissertation]. University of Akron; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970

9. Roberts, Clara Jane. Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support.

Degree: 2017, Seattle Pacific University

 Sexual assault is a pervasive issue with the potential to impart serious and lasting consequences. Of the many possible factors that may influence outcomes, coping… (more)

Subjects/Keywords: sexual assault; coping self-efficacy; social support; legal advocacy; Clinical Psychology

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APA (6th Edition):

Roberts, C. J. (2017). Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/cpy_etd/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roberts, Clara Jane. “Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support.” 2017. Thesis, Seattle Pacific University. Accessed December 06, 2019. https://digitalcommons.spu.edu/cpy_etd/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roberts, Clara Jane. “Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support.” 2017. Web. 06 Dec 2019.

Vancouver:

Roberts CJ. Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support. [Internet] [Thesis]. Seattle Pacific University; 2017. [cited 2019 Dec 06]. Available from: https://digitalcommons.spu.edu/cpy_etd/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roberts CJ. Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support. [Thesis]. Seattle Pacific University; 2017. Available from: https://digitalcommons.spu.edu/cpy_etd/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Steen, Linda. Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan.

Degree: language studies, 2016, Umeå University

  In this study, special needs teachers and students with reading and writing difficulties in an upper secondary school are in focus. The research questions… (more)

Subjects/Keywords: Relationell pedagogik; elevhälsa; self-advocacy; skriftliga överlämningar; speciallärare

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APA (6th Edition):

Steen, L. (2016). Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Steen, Linda. “Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan.” 2016. Thesis, Umeå University. Accessed December 06, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Steen, Linda. “Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan.” 2016. Web. 06 Dec 2019.

Vancouver:

Steen L. Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan. [Internet] [Thesis]. Umeå University; 2016. [cited 2019 Dec 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steen L. Att ta emot elever i läs- och skrivsvårigheter på gymnasiet : Elevers, speciallärares och specialpedagogers upplevelser av skolsvårigheter och pedagogiska möjligheter i gymnasieskolan. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Florida

11. Cambric, Mercedes N. The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth.

Degree: 2017, University of South Florida

 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… (more)

Subjects/Keywords: Health literacy; youth; chronic health conditions; self-advocacy; resiliency; Psychology

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APA (6th Edition):

Cambric, M. N. (2017). The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cambric, Mercedes N. “The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth.” 2017. Thesis, University of South Florida. Accessed December 06, 2019. https://scholarcommons.usf.edu/etd/7005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cambric, Mercedes N. “The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth.” 2017. Web. 06 Dec 2019.

Vancouver:

Cambric MN. The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Dec 06]. Available from: https://scholarcommons.usf.edu/etd/7005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cambric MN. The Relationship between Chronic Health Conditions and Health Literacy, Resiliency and Support/Self-advocacy in Youth. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Cano-Smith, Jennifer. Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder.

Degree: PhD, Child, Family and School Psychology, 2009, U of Denver

Self-advocacy is identified as a factor important to the success of college students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). However,… (more)

Subjects/Keywords: ADHD; Learning disabilities; Self-advocacy; Education; Higher Education

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APA (6th Edition):

Cano-Smith, J. (2009). Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/110

Chicago Manual of Style (16th Edition):

Cano-Smith, Jennifer. “Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder.” 2009. Doctoral Dissertation, U of Denver. Accessed December 06, 2019. https://digitalcommons.du.edu/etd/110.

MLA Handbook (7th Edition):

Cano-Smith, Jennifer. “Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder.” 2009. Web. 06 Dec 2019.

Vancouver:

Cano-Smith J. Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Dec 06]. Available from: https://digitalcommons.du.edu/etd/110.

Council of Science Editors:

Cano-Smith J. Self-Advocacy Experiences of College Students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorder. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/110


Duquesne University

13. Thone, Jaime Lynn. An Examination into the Learning Pattern Preferences of Students in Special Education.

Degree: PhD, School Psychology, 2013, Duquesne University

 As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater… (more)

Subjects/Keywords: Learning patterns; Learning styles; Let Me Learn; Self advocacy; Special education

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APA (6th Edition):

Thone, J. L. (2013). An Examination into the Learning Pattern Preferences of Students in Special Education. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1281

Chicago Manual of Style (16th Edition):

Thone, Jaime Lynn. “An Examination into the Learning Pattern Preferences of Students in Special Education.” 2013. Doctoral Dissertation, Duquesne University. Accessed December 06, 2019. https://dsc.duq.edu/etd/1281.

MLA Handbook (7th Edition):

Thone, Jaime Lynn. “An Examination into the Learning Pattern Preferences of Students in Special Education.” 2013. Web. 06 Dec 2019.

Vancouver:

Thone JL. An Examination into the Learning Pattern Preferences of Students in Special Education. [Internet] [Doctoral dissertation]. Duquesne University; 2013. [cited 2019 Dec 06]. Available from: https://dsc.duq.edu/etd/1281.

Council of Science Editors:

Thone JL. An Examination into the Learning Pattern Preferences of Students in Special Education. [Doctoral Dissertation]. Duquesne University; 2013. Available from: https://dsc.duq.edu/etd/1281


Eastern Michigan University

14. Dann, Jordan. The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism.

Degree: MA, Special Education, 2019, Eastern Michigan University

  This qualitative research study described how five speech-language pathologists (SLPs) view the development of self-advocacy in learners with autism spectrum disorder (ASD). The research… (more)

Subjects/Keywords: Autism; Self-Advocacy; Speech-Language Pathology; Speech Pathology and Audiology

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APA (6th Edition):

Dann, J. (2019). The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism. (Masters Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/966

Chicago Manual of Style (16th Edition):

Dann, Jordan. “The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism.” 2019. Masters Thesis, Eastern Michigan University. Accessed December 06, 2019. https://commons.emich.edu/theses/966.

MLA Handbook (7th Edition):

Dann, Jordan. “The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism.” 2019. Web. 06 Dec 2019.

Vancouver:

Dann J. The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism. [Internet] [Masters thesis]. Eastern Michigan University; 2019. [cited 2019 Dec 06]. Available from: https://commons.emich.edu/theses/966.

Council of Science Editors:

Dann J. The perspectives of speech-language pathologists on the development of self-advocacy in high school learners with autism. [Masters Thesis]. Eastern Michigan University; 2019. Available from: https://commons.emich.edu/theses/966

15. Matteo, Amanda Julianna. A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder.

Degree: 2015, Boston University

 The population of young adults with autism spectrum disorder (ASD) is growing as more individuals with ASD age into adulthood. Almost half of the children… (more)

Subjects/Keywords: Occupational therapy; Autism; Executive function; Postsecondary education; Self-advocacy; Social skills

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APA (6th Edition):

Matteo, A. J. (2015). A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder. (Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/13666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Matteo, Amanda Julianna. “A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder.” 2015. Thesis, Boston University. Accessed December 06, 2019. http://hdl.handle.net/2144/13666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Matteo, Amanda Julianna. “A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder.” 2015. Web. 06 Dec 2019.

Vancouver:

Matteo AJ. A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder. [Internet] [Thesis]. Boston University; 2015. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2144/13666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matteo AJ. A proposal for an evidence-based online course to support executive functioning and social skills in postsecondary students with autism spectrum disorder. [Thesis]. Boston University; 2015. Available from: http://hdl.handle.net/2144/13666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

16. Fussell, Elizabeth. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  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)… (more)

Subjects/Keywords: evidence-based curriculum; self-advocacy; Self-determination; Disability and Equity in Education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fussell, E. (2010). Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1757

Chicago Manual of Style (16th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed December 06, 2019. https://dc.etsu.edu/etd/1757.

MLA Handbook (7th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Web. 06 Dec 2019.

Vancouver:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Dec 06]. Available from: https://dc.etsu.edu/etd/1757.

Council of Science Editors:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1757


Clemson University

17. Raasch, Jennifer L. Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements.

Degree: PhD, Educational Leadership - Higher Education, 2017, Clemson University

 This dissertation is an exploratory study on self-determination in students with disabilities in a postsecondary environment. Two questions were asked on self-determination levels in higher… (more)

Subjects/Keywords: AIR-S survey; critical disability theory; higher education; postsecondary; self advocacy; self-determination

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APA (6th Edition):

Raasch, J. L. (2017). Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2052

Chicago Manual of Style (16th Edition):

Raasch, Jennifer L. “Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements.” 2017. Doctoral Dissertation, Clemson University. Accessed December 06, 2019. https://tigerprints.clemson.edu/all_dissertations/2052.

MLA Handbook (7th Edition):

Raasch, Jennifer L. “Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements.” 2017. Web. 06 Dec 2019.

Vancouver:

Raasch JL. Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Dec 06]. Available from: https://tigerprints.clemson.edu/all_dissertations/2052.

Council of Science Editors:

Raasch JL. Survey of Self-Determination Constructs in Higher Education Students with Disabilities and Campus Service Improvements. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/2052


George Mason University

18. McGahee, Dwannal Wade. The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations .

Degree: 2017, George Mason University

 The effects of a self-advocacy intervention on the performance of high school students with learning disabilities (LD) when requesting academic accommodations in a role-play situation… (more)

Subjects/Keywords: Special education; High School Students; Intervention; Learning Disability; Self-Advocacy; Self-Determination; Transition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McGahee, D. W. (2017). The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McGahee, Dwannal Wade. “The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations .” 2017. Thesis, George Mason University. Accessed December 06, 2019. http://hdl.handle.net/1920/11217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McGahee, Dwannal Wade. “The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations .” 2017. Web. 06 Dec 2019.

Vancouver:

McGahee DW. The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1920/11217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McGahee DW. The Effects of a Self-Advocacy Intervention on the Performance of High School Students With Learning Disabilities When Requesting Academic Accommodations . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

19. Damron, Audryn. Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities.

Degree: MS, 2015, Brigham Young University

  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… (more)

Subjects/Keywords: middle school; specific learning disabilities; self-determination; self-advocacy; requesting accommodations; Counseling Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Damron, A. (2015). Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6934&context=etd

Chicago Manual of Style (16th Edition):

Damron, Audryn. “Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities.” 2015. Masters Thesis, Brigham Young University. Accessed December 06, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6934&context=etd.

MLA Handbook (7th Edition):

Damron, Audryn. “Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities.” 2015. Web. 06 Dec 2019.

Vancouver:

Damron A. Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Dec 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6934&context=etd.

Council of Science Editors:

Damron A. Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6934&context=etd


Brigham Young University

20. Smith, Ashleigh R. Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities.

Degree: MS, 2011, Brigham Young University

 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… (more)

Subjects/Keywords: self-advocacy; self-determination; accommodation; learning disability; Counseling Psychology; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, A. R. (2011). Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3822&context=etd

Chicago Manual of Style (16th Edition):

Smith, Ashleigh R. “Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities.” 2011. Masters Thesis, Brigham Young University. Accessed December 06, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3822&context=etd.

MLA Handbook (7th Edition):

Smith, Ashleigh R. “Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities.” 2011. Web. 06 Dec 2019.

Vancouver:

Smith AR. Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2019 Dec 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3822&context=etd.

Council of Science Editors:

Smith AR. Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3822&context=etd


George Mason University

21. Cuenca-Sanchez, Yojanna. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .

Degree: 2011, George Mason University

 This study examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction on the writing performance and acquisition of selfdetermination skills for… (more)

Subjects/Keywords: Emotional and behavioral disorders; Writing instruction; Self-regulated Strategy Development; Self-determination; Persuasive Writing; Self-advocacy

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APA (6th Edition):

Cuenca-Sanchez, Y. (2011). Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuenca-Sanchez, Yojanna. “Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .” 2011. Thesis, George Mason University. Accessed December 06, 2019. http://hdl.handle.net/1920/6223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuenca-Sanchez, Yojanna. “Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .” 2011. Web. 06 Dec 2019.

Vancouver:

Cuenca-Sanchez Y. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1920/6223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuenca-Sanchez Y. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

22. Arai, Akiko. How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective.

Degree: PhD, Health and Human Performance - Tourism, Recreation, and Sport Management, 2014, University of Florida

 This study proposes that athletes should be recognized as brands because they provide symbolic values to their fans through their athletic performance and lifestyle. Sport… (more)

Subjects/Keywords: Advocacy; Brands; Consumer behavior; Consumer research; Customer relations; Marketing; Self; Self concept; Self esteem; Social psychology; athlete  – branding  – marketing  – ped  – scandal  – self  – self-connection  – self-construal  – sport

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APA (6th Edition):

Arai, A. (2014). How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047120

Chicago Manual of Style (16th Edition):

Arai, Akiko. “How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective.” 2014. Doctoral Dissertation, University of Florida. Accessed December 06, 2019. http://ufdc.ufl.edu/UFE0047120.

MLA Handbook (7th Edition):

Arai, Akiko. “How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective.” 2014. Web. 06 Dec 2019.

Vancouver:

Arai A. How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Dec 06]. Available from: http://ufdc.ufl.edu/UFE0047120.

Council of Science Editors:

Arai A. How Do Athlete Scandals Affect Consumers' Self-Concept? Self-Brand Connection and Self-Construal Perspective. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047120

23. Alessandra Miranda Mendes Soares. Nada sobre nós sem nós: estudo sobre a formação de jovens com deficiência para o exercício da autoadvocacia em uma ação de extensão universitária.

Degree: 2010, Universidade Federal da Paraíba

Este estudo tem como objetivo identificar e analisar os fatores que favorecem o desenvolvimento da autoadvocacia de jovens com deficiência no âmbito do Projeto de… (more)

Subjects/Keywords: Deficiência; Autoadvocacia; Extensão Universitária; EDUCACAO; Jovens; Youth; Disabilities; Rights; Self-advocacy; Extra-mural Project

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APA (6th Edition):

Soares, A. M. M. (2010). Nada sobre nós sem nós: estudo sobre a formação de jovens com deficiência para o exercício da autoadvocacia em uma ação de extensão universitária. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

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.” 2010. Thesis, Universidade Federal da Paraíba. Accessed December 06, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

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.” 2010. Web. 06 Dec 2019.

Vancouver:

Soares AMM. Nada sobre nós sem nós: estudo sobre a formação de jovens com deficiência para o exercício da autoadvocacia em uma ação de extensão universitária. [Internet] [Thesis]. Universidade Federal da Paraíba; 2010. [cited 2019 Dec 06]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Soares AMM. Nada sobre nós sem nós: estudo sobre a formação de jovens com deficiência para o exercício da autoadvocacia em uma ação de extensão universitária. [Thesis]. Universidade Federal da Paraíba; 2010. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Marcus Johnson, Julia I. The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities.

Degree: PhD, Child, Family and School Psychology, 2015, U of Denver

 This study explored the connection between social support and self-advocacy in college students with disabilities. The College Students with Disabilities Campus Climate Survey (Lombardi, Gerdes,… (more)

Subjects/Keywords: College Student; Disabilities; Disability; Higher Education; Self-Advocacy; Social Support; Education; Educational Psychology; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marcus Johnson, J. I. (2015). The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1040

Chicago Manual of Style (16th Edition):

Marcus Johnson, Julia I. “The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities.” 2015. Doctoral Dissertation, U of Denver. Accessed December 06, 2019. https://digitalcommons.du.edu/etd/1040.

MLA Handbook (7th Edition):

Marcus Johnson, Julia I. “The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities.” 2015. Web. 06 Dec 2019.

Vancouver:

Marcus Johnson JI. The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities. [Internet] [Doctoral dissertation]. U of Denver; 2015. [cited 2019 Dec 06]. Available from: https://digitalcommons.du.edu/etd/1040.

Council of Science Editors:

Marcus Johnson JI. The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities. [Doctoral Dissertation]. U of Denver; 2015. Available from: https://digitalcommons.du.edu/etd/1040


Leiden University

25. Almeida, Mariana Martins. Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO.

Degree: 2018, Leiden University

 This thesis is engaged in the challenge that non-state actors pose for the international order in a context of human rights violations. For that, it… (more)

Subjects/Keywords: Western Sahara; Activism; Human Rights; Self-determination; Morocco; Advocacy networks; Non-state actors

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APA (6th Edition):

Almeida, M. M. (2018). Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/65098

Chicago Manual of Style (16th Edition):

Almeida, Mariana Martins. “Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO.” 2018. Masters Thesis, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/65098.

MLA Handbook (7th Edition):

Almeida, Mariana Martins. “Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO.” 2018. Web. 06 Dec 2019.

Vancouver:

Almeida MM. Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO. [Internet] [Masters thesis]. Leiden University; 2018. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/65098.

Council of Science Editors:

Almeida MM. Domestic and transnational advocacy networks in the Western Sahara pursuit of self-determination: the activism of Polisario Komitee and EUCOCO. [Masters Thesis]. Leiden University; 2018. Available from: http://hdl.handle.net/1887/65098


Leiden University

26. Jongenelen, Rik. Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia.

Degree: 2018, Leiden University

 Persons with disabilities (PWDs) are the biggest marginalised group in the world, especially within the context of the global South. Having a disability is linked… (more)

Subjects/Keywords: disability; advocacy; role model; self-esteem; Zambia; awareness; youth; mentoring; capacity building

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APA (6th Edition):

Jongenelen, R. (2018). Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/64757

Chicago Manual of Style (16th Edition):

Jongenelen, Rik. “Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia.” 2018. Masters Thesis, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/64757.

MLA Handbook (7th Edition):

Jongenelen, Rik. “Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia.” 2018. Web. 06 Dec 2019.

Vancouver:

Jongenelen R. Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia. [Internet] [Masters thesis]. Leiden University; 2018. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/64757.

Council of Science Editors:

Jongenelen R. Exploring Role Models in Disability Advocacy: the Case of the Young Voices Programme in Zambia. [Masters Thesis]. Leiden University; 2018. Available from: http://hdl.handle.net/1887/64757


University of South Carolina

27. Hodge, Sylvia Satterfield. Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2015, University of South Carolina

  The purpose of this study was to investigate how caring and advocating for marginalized students, along with collaboration among colleagues, contributes to teacher retention,… (more)

Subjects/Keywords: Curriculum and Instruction; Education; self-esteem; academic; poverty; teacher advocacy; marginalized students; teacher retention

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APA (6th Edition):

Hodge, S. S. (2015). Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3184

Chicago Manual of Style (16th Edition):

Hodge, Sylvia Satterfield. “Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction.” 2015. Doctoral Dissertation, University of South Carolina. Accessed December 06, 2019. https://scholarcommons.sc.edu/etd/3184.

MLA Handbook (7th Edition):

Hodge, Sylvia Satterfield. “Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction.” 2015. Web. 06 Dec 2019.

Vancouver:

Hodge SS. Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2019 Dec 06]. Available from: https://scholarcommons.sc.edu/etd/3184.

Council of Science Editors:

Hodge SS. Caring, Advocacy, and Collaboration: A Study of Teacher Empowerment, Effectiveness, and Career Satisfaction. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3184


University of Washington

28. Benedict, Danielle. Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools.

Degree: 2019, University of Washington

 This study explores the impacts of inclusive education practices in United States public schools from the perspective of students who receive these services. Majority of… (more)

Subjects/Keywords: DisCrit; Education; Empowerment; Inclusion; Photovoice; Self-Advocacy; Social work; Disability studies; Education; Social work - Seattle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Benedict, D. (2019). Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/44451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Benedict, Danielle. “Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools.” 2019. Thesis, University of Washington. Accessed December 06, 2019. http://hdl.handle.net/1773/44451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Benedict, Danielle. “Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools.” 2019. Web. 06 Dec 2019.

Vancouver:

Benedict D. Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1773/44451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benedict D. Photovoice: Illuminating the Impact of Inclusive Education Practices in United States Public Schools. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

29. Greene, Megan Marie. Stories from the homefront : digital storytelling with National Guard youth.

Degree: MFA, Theatre, 2014, University of Texas – Austin

 Since the beginning of the Global War on Terrorism in 2001, the United States has relied heavily on volunteer National Guard troops to protect our… (more)

Subjects/Keywords: Digital storytelling; Applied theatre; National Guard youth; Military; Military youth; Self-advocacy; Naming; Community building

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Greene, M. M. (2014). Stories from the homefront : digital storytelling with National Guard youth. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26854

Chicago Manual of Style (16th Edition):

Greene, Megan Marie. “Stories from the homefront : digital storytelling with National Guard youth.” 2014. Masters Thesis, University of Texas – Austin. Accessed December 06, 2019. http://hdl.handle.net/2152/26854.

MLA Handbook (7th Edition):

Greene, Megan Marie. “Stories from the homefront : digital storytelling with National Guard youth.” 2014. Web. 06 Dec 2019.

Vancouver:

Greene MM. Stories from the homefront : digital storytelling with National Guard youth. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2152/26854.

Council of Science Editors:

Greene MM. Stories from the homefront : digital storytelling with National Guard youth. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26854

30. Martinez, Monique Y. Introducing Self-Advocacy Skills to Transition Age Youth.

Degree: MSBH, 2016, University of San Francisco

  Background Transition age youth (TAY) are individuals transitioning from youth to adulthood (ages 14 to 24). TAY are individuals with emotional, behavioral, and/or developmental… (more)

Subjects/Keywords: transition age youth; self-advocacy skills; self-determination skills; social services; transition to adulthood; Other Social and Behavioral Sciences; Social Work

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Martinez, M. Y. (2016). Introducing Self-Advocacy Skills to Transition Age Youth. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/367

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martinez, Monique Y. “Introducing Self-Advocacy Skills to Transition Age Youth.” 2016. Thesis, University of San Francisco. Accessed December 06, 2019. https://repository.usfca.edu/capstone/367.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martinez, Monique Y. “Introducing Self-Advocacy Skills to Transition Age Youth.” 2016. Web. 06 Dec 2019.

Vancouver:

Martinez MY. Introducing Self-Advocacy Skills to Transition Age Youth. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Dec 06]. Available from: https://repository.usfca.edu/capstone/367.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez MY. Introducing Self-Advocacy Skills to Transition Age Youth. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/367

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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