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The article explores self-advocacy as a construct, clarifies connections between self-advocacy and self-determination, and synthesizes current literature on outcomes. It also defines related terminology such as intellectual disability and developmental disability, contextualized through North American and Ontario perspectives, and provides an exemplar through Malala Yousafzai.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/self-advocacy-and-its-impacts-for-adults-with-developmental-disabilities/592462/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/self-advocacy-and-its-impacts-for-adults-with-developmental-disabilities/592462.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What role does the Malala Yousafzai example play in the discussion?","Question",{"text":112,"@type":113},"It illustrates how one person’s advocacy can connect with others’ aims and begin collective action. Her speech and petition are used to show self-transformation linked to a cause.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},592462,1792209305,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 55, Number 1, April 2015  \nSelf-advocacy and its impacts for adults with developmental disabilities  \nThomas G. Ryan, Sarah Griffiths  \nNipissing University, Canada  \nThe following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members are broad examples of the impacts self-advocacy has on us.  \nKeywords: self-advocacy, developmental disabilities, transformational learning  \nBackground  \nThe purpose of this review of literature was to explore self-advocacy  \n32 Thomas G. Ryan and Sarah Griffiths  \nfor adults with Developmental Disabilities (DD) and highlight transformative elements. Aspects of self-advocacy and its impact on self-advocates, supports, and communities were examined. We examined self-advocacy as a construct; developed an improved understanding of the differences and connections between self-advocacy and self-determination, and explored the learning adults with DD experience as a result of self-advocacy. We then synthesized the impacts of self-advocacy on adults with DD, their supports, and community members as revealed in current literature.  \nIntellectual disability  \nIntellectual disability is another term used in reference to people with cognitive limitations. According to the American Association on Intellectual and Developmental Disabilities (AAIDD, 2013), an intellectual disability is “…a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills . . . originates before the age of 18”(AAIDD, 2013) . Used primarily in the United States, this is contrasted with the term DD, which is considered to be an umbrella term for disabilities that can be cognitive, physical, or both (AAIDD, 2013) .  \nIn Ontario, Canada, the term DD is the current term used by Developmental Service Providers (DSP) working in developmental services. The Ontario Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act (2008) stated,  \nA person has a developmental disability . . . if the person has the prescribed significant limitations in cognitive functioning and adaptive functioning and those limitations,(a) originated before the person reached 18 years of age; (b) are likely to be life-long in nature; and (c) affect areas of major life activity such as personal care, language skills, learning abilities, the capacity to live independently as an adult or any other prescribed activity. . .”(s. 3.1)  \nIn contrast to the United States’ use of the term, DD in Ontario shares a similar definition to that of learning disability in Britain and intellectual disability in the United States. For the purposes of this review the term  \nSelf-advocacy and its impacts for adults with developmental disabilities 33  \nDD will be used to describe adults participating in self-advocacy groups.  \nAn Exemplar: Malala Yousafzai  \nRecently, Malala Yousafzai, the young Pakistani woman shot in the head by the Taliban last year, addressed the United Nations (Vaidyanathan, 2013) . Speaking at a special youth assembly, Malala advocated for education for children around the world and spoke out about the importance of education to countering terrorism and extremism (Vaidyanathan, 2013) . She also presented a petition with more than three million signature","cbCaijSLc8KHdwuQ","https://ap.wps.com/l/cbCaijSLc8KHdwuQ","pdf",209023,23,"English","# Background\n## Purpose of the literature review\n# Intellectual disability and developmental disability terminology\n## Definitions and regional usage\n# An Exemplar: Malala Yousafzai\n## Advocacy, education, and collective action\n# Self-Advocacy Features\n## Self-determination as a foundation","[{\"question\":\"What role does the Malala Yousafzai example play in the discussion?\",\"answer\":\"It illustrates how one person’s advocacy can connect with others’ aims and begin collective action. Her speech and petition are used to show self-transformation linked to a cause.\"}]","Self-advocacy and its impacts for adults with developmental disabilities | PDF",1792074634,58]