29 products were found matching your search for Self advocacy in 1 shops:

Self-Advocacy: Your Guide to Getting What You Deserve at Work 0.53

A curriculum to teach and practice self-advocacy skills for students with autism spectrum and related disorders. Specifically designed for middle-and-high school-aged students, young adults in transition, and adults with high-functioning autism and related conditions, it includes adaptation ideas for elementary-school students and other disability groups.

A curriculum to teach and practice self-advocacy skills for students with autism spectrum and related disorders. Specifically designed for middle-and-high school-aged students, young adults in transition, and adults with high-functioning autism and related conditions, it includes adaptation ideas for elementary-school students and other disability groups.

Empower gifted learners to take charge of their education. Gifted learners are full of potential, but sometimes they’re also frus­trated, bored, and even disruptive in class. Many bright students struggle because they have never been taught how to ask for what they really need to improve their school experience. This research-based guide shows educators how to teach self-advocacy skills to gifted students in four essential steps. Gifted students will:Understand their rights and responsibilitiesDevelop their learner profilesInvestigate available options and opportunitiesConnect with advocatesThese simple yet comprehensive strategies are brought to life in triumphant true student stories. Also included are complete instructions for conducting a day-long self-advocacy workshop with gifted students. Digital content includes a workshop facilita­tor’s guide, a PDF presentation for use in workshops, pre- and post-workshop student surveys, and customizable forms.  

Pages are clean with normal wear. May have limited markings & or highlighting within pages & or cover. Includes dustjacket, if applicable. May have some wear & creases on the cover. The spine may also have minor wear. Does not come with CD DVD, if applicable. Comes with unused access code. Does not come with any supplementary materials.

BRAND NEW! Books are accepted for return within 30 days. Allow 5 - 14 business days for Standard Shipping. To Alaska, Hawaii, U.S. protectorate, P.O. box, and APO/FPO addresses "No Expedited Shipping" allow 4-28 business days. We do not currently ship internationally.

Book is in NEW condition. 0.57

Book is in NEW condition. 1.39

Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.

Book is in NEW condition. 1.45

Book is in NEW condition. 0.69

Brand New! This item is printed on demand. 0.3800

Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting. 1.42

Well packaged and promptly shipped from California. Partnered with Friends of the Library since 2010.

Discusses how William James’s work suggests a world without will, self, or time and how research supports this perspective.A Seminary Co-op Notable Book of 2016William James is often considered a scientist compromised by his advocacy of mysticism and parapsychology. Jonathan Bricklin argues James can also be viewed as a mystic compromised by his commitment to common sense. James wanted to believe in will, self, and time, but his deepest insights suggested otherwise. “Is consciousness already there waiting to be uncovered and is it a veridical revelation of reality?” James asked shortly before his death in 1910. A century after his death, research from neuroscience, physics, psychology, and parapsychology is making the case, both theoretically and experimentally, that answers James’s question in the affirmative. By separating what James passionately wanted to believe, based on common sense, from what his insights and researches led him to believe, Bricklin shows how James himself laid the groundwork for this more challenging view of existence. The non-reality of will, self, and time is consistent with James’s psychology of volition, his epistemology of self, and his belief that Newtonian, objective, even-flowing time does not exist.

Discusses how William James’s work suggests a world without will, self, or time and how research supports this perspective.A Seminary Co-op Notable Book of 2016William James is often considered a scientist compromised by his advocacy of mysticism and parapsychology. Jonathan Bricklin argues James can also be viewed as a mystic compromised by his commitment to common sense. James wanted to believe in will, self, and time, but his deepest insights suggested otherwise. “Is consciousness already there waiting to be uncovered and is it a veridical revelation of reality?” James asked shortly before his death in 1910. A century after his death, research from neuroscience, physics, psychology, and parapsychology is making the case, both theoretically and experimentally, that answers James’s question in the affirmative. By separating what James passionately wanted to believe, based on common sense, from what his insights and researches led him to believe, Bricklin shows how James himself laid the groundwork for this more challenging view of existence. The non-reality of will, self, and time is consistent with James’s psychology of volition, his epistemology of self, and his belief that Newtonian, objective, even-flowing time does not exist.

This proactive program helps high school students learn skills in self-advocacy, communication, interpersonal behaviors, and problem solving. It includes 40 learning activities that take into consideration cultural, ethnic, and gender diversity. The activities are divided into the following skill areas: Awareness of Self and Others, Communication, Responsibility, Conflict Resolution, Cooperation, Love and Empathy, Personal Growth, Preparing for Adulthood.

This extensive 350+ page manual has been developed during our over 28 years of teaching thousands of children and training hundreds of instructors. This is the textbook for our instructor training program and explains the Kidpower method for helping students be successful while practicing self protection, advocacy, confidence, personal safety and physical self defense skills. The in-depth material has hundreds of explanations, exercises and activities.Topics covered include:· The “How’s” of Kidpower· The “What’s” of Kidpower· Starting Classes· Everyday Safety Skills· Physical Self-Defense· Dealing with Bullying Behavior· PuppetPower· Ending Workshops· Personal Safety Articles and HandoutsLearn more at www.Kidpower.org and check out our abundant FREE online library of resources.

Bob Walker (1952-1992), a self-taught photographer and environmental activist, photographed San Francisco’s East Bay landscapes between 1982 and 1992. His images, together with his advocacy, helped contribute to the designation of new parklands, now permanently protected from development. Some photos document open space that has been lost forever to urban and suburban sprawl. This book includes more than 80 of the best images of the 40,000 Walker donated to the Oakland Museum of California. The photographs, combined with descriptions of his activism, create a revealing portrait of a remarkable region what has been saved and what can easily be lost. This full-color book is published in collaboration with the East Bay Regional Parks District, which encompasses 65 parks in 97,000 acres of Alameda and Contra Costa counties.

The Autistic Self Advocacy Network is honored to join The Daniel Jordan Fiddle Foundation in presenting Empowering Leadership: A Systems Change Guide for Autistic College Students and Those With Other Disabilities, a resource for equipping the next generation of leaders in the disability rights movement. Empowering Leadership is a clear, detailed guide to help college students with disabilities build a strong community of disability activists at their school, practice effective self-advocacy, and ensure that the legacy of disability advocacy continues long after they have graduated. In this handbook, you will find in-depth information on establishing a disability advocacy group at your school, navigating disability and mental health services, and ensuring that disabled students have a voice on campus. Among the wealth of content in this handbook is information on how to determine the difference between reasonable and unreasonable accommodations and how to request reasonable accommodation, tips on organizing meetings and events, and a variety of other tools and strategies for equipping student activists to effectively advocate for change on campus, share disability culture, and make the most of your college experience On behalf of the Autistic Self Advocacy Network and The Daniel Jordan Fiddle Foundation, we wish you the best of luck as you continue to grow as activists, students, and self-advocates. Nothing About Us, Without Us!