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You searched for subject:( The implementation of inclusive education). Showing records 1 – 30 of 383673 total matches.

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North-West University

1. Harmuth, Nichola. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .

Degree: 2012, North-West University

Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as… (more)

Subjects/Keywords: Inclusive education; Inclusive education policy; The implementation of inclusive education

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

APA (6th Edition):

Harmuth, N. (2012). Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10429

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):

Harmuth, Nichola. “Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .” 2012. Thesis, North-West University. Accessed June 24, 2019. http://hdl.handle.net/10394/10429.

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

MLA Handbook (7th Edition):

Harmuth, Nichola. “Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth .” 2012. Web. 24 Jun 2019.

Vancouver:

Harmuth N. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10394/10429.

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

Council of Science Editors:

Harmuth N. Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10429

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


University of Nairobi

2. Aswani, Rita O. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .

Degree: 2016, University of Nairobi

 The purpose of this study was to investigate the influence of school factors on implementation of inclusive education in Homa bay town sub-county, Kenya. School… (more)

Subjects/Keywords: Implementation of Inclusive Education

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APA (6th Edition):

Aswani, R. O. (2016). School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/99234

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):

Aswani, Rita O. “School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .” 2016. Thesis, University of Nairobi. Accessed June 24, 2019. http://hdl.handle.net/11295/99234.

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

MLA Handbook (7th Edition):

Aswani, Rita O. “School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya .” 2016. Web. 24 Jun 2019.

Vancouver:

Aswani RO. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11295/99234.

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

Council of Science Editors:

Aswani RO. School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/99234

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


University of Nairobi

3. Muga, Celestine A. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .

Degree: 2016, University of Nairobi

Education is recognized as one of the basic human rights regardless of individual differences. In Migori County and particularly Rongo Sub-County, significant advances have been… (more)

Subjects/Keywords: Implementation Of Inclusive Education In Public Primary Schools

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APA (6th Edition):

Muga, C. A. (2016). Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97599

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):

Muga, Celestine A. “Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .” 2016. Thesis, University of Nairobi. Accessed June 24, 2019. http://hdl.handle.net/11295/97599.

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

MLA Handbook (7th Edition):

Muga, Celestine A. “Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya .” 2016. Web. 24 Jun 2019.

Vancouver:

Muga CA. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11295/97599.

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

Council of Science Editors:

Muga CA. Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Rongo Sub-County, Migori County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97599

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


University of Zululand

4. Dladla, Sibongile Gugu. An evaluation of the implementation of inclusive education within mainstream schools .

Degree: 2004, University of Zululand

 This study was influenced by the White Paper 6 document on inclusive education. The document proposes non-discrimination of learners which is in line with South… (more)

Subjects/Keywords: Inclusive education – South Africa ; Inclusive education  – challenges ; Inclusive education – implementation of

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APA (6th Edition):

Dladla, S. G. (2004). An evaluation of the implementation of inclusive education within mainstream schools . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/737

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):

Dladla, Sibongile Gugu. “An evaluation of the implementation of inclusive education within mainstream schools .” 2004. Thesis, University of Zululand. Accessed June 24, 2019. http://hdl.handle.net/10530/737.

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

MLA Handbook (7th Edition):

Dladla, Sibongile Gugu. “An evaluation of the implementation of inclusive education within mainstream schools .” 2004. Web. 24 Jun 2019.

Vancouver:

Dladla SG. An evaluation of the implementation of inclusive education within mainstream schools . [Internet] [Thesis]. University of Zululand; 2004. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10530/737.

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

Council of Science Editors:

Dladla SG. An evaluation of the implementation of inclusive education within mainstream schools . [Thesis]. University of Zululand; 2004. Available from: http://hdl.handle.net/10530/737

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


University of Zululand

5. Zulu, Dominica Ntombiyenkosi. Implementation of inclusive education .

Degree: 2007, University of Zululand

 The aim of this investigation was to establish educators' perceptions of the implementation of inclusive education. From the literature study it emerges that inclusive education(more)

Subjects/Keywords: Inclusive education ; Inclusive education  – Implementation

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

APA (6th Edition):

Zulu, D. N. (2007). Implementation of inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/340

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):

Zulu, Dominica Ntombiyenkosi. “Implementation of inclusive education .” 2007. Thesis, University of Zululand. Accessed June 24, 2019. http://hdl.handle.net/10530/340.

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

MLA Handbook (7th Edition):

Zulu, Dominica Ntombiyenkosi. “Implementation of inclusive education .” 2007. Web. 24 Jun 2019.

Vancouver:

Zulu DN. Implementation of inclusive education . [Internet] [Thesis]. University of Zululand; 2007. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10530/340.

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

Council of Science Editors:

Zulu DN. Implementation of inclusive education . [Thesis]. University of Zululand; 2007. Available from: http://hdl.handle.net/10530/340

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


University of South Africa

6. Chimhenga, Sylod. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.

Degree: 2014, University of South Africa

 The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves… (more)

Subjects/Keywords: Assessment; Children with learning disabilities; Disabilities; Learning disabilities; Education; Inclusive education; Implementation of inclusive education; Inclusion; Special Needs Education; Attitudes; Policy and legislation; Material resources; School teachers

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

APA (6th Edition):

Chimhenga, S. (2014). An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18876

Chicago Manual of Style (16th Edition):

Chimhenga, Sylod. “An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.” 2014. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/18876.

MLA Handbook (7th Edition):

Chimhenga, Sylod. “An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools.” 2014. Web. 24 Jun 2019.

Vancouver:

Chimhenga S. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/18876.

Council of Science Editors:

Chimhenga S. An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18876


University of the Western Cape

7. Mhona, Walter. Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape .

Degree: 2018, University of the Western Cape

 People with disabilities do not face the same circumstances, in their journey through tertiary education, as do people without disabilities. Studies have revealed that learning… (more)

Subjects/Keywords: Accessibility; Inclusion; Inclusive education; Learning disabilities; Tertiary education; University of the Western Cape

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APA (6th Edition):

Mhona, W. (2018). Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6539

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):

Mhona, Walter. “Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape .” 2018. Thesis, University of the Western Cape. Accessed June 24, 2019. http://hdl.handle.net/11394/6539.

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

MLA Handbook (7th Edition):

Mhona, Walter. “Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape .” 2018. Web. 24 Jun 2019.

Vancouver:

Mhona W. Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11394/6539.

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

Council of Science Editors:

Mhona W. Accessibility of tertiary education to students with learning disabilities in all the faculties of the University of Western Cape . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6539

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


Massey University

8. Padmasiri, Sneha Samindani. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .

Degree: 2015, Massey University

 This qualitative action research project aimed to enhance teachers’ knowledge and practice of inclusion in one secondary school. The study investigated how, through action research,… (more)

Subjects/Keywords: Inclusive education; Communities of practice

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APA (6th Edition):

Padmasiri, S. S. (2015). Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7877

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):

Padmasiri, Sneha Samindani. “Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .” 2015. Thesis, Massey University. Accessed June 24, 2019. http://hdl.handle.net/10179/7877.

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

MLA Handbook (7th Edition):

Padmasiri, Sneha Samindani. “Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .” 2015. Web. 24 Jun 2019.

Vancouver:

Padmasiri SS. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . [Internet] [Thesis]. Massey University; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10179/7877.

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

Council of Science Editors:

Padmasiri SS. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . [Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7877

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


University of Arizona

9. Zagona, Alison. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .

Degree: 2017, University of Arizona

 This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across… (more)

Subjects/Keywords: access to the curriculum; general education; inclusive education; inclusive practices; significant disabilities; special education

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APA (6th Edition):

Zagona, A. (2017). Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624294

Chicago Manual of Style (16th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Doctoral Dissertation, University of Arizona. Accessed June 24, 2019. http://hdl.handle.net/10150/624294.

MLA Handbook (7th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Web. 24 Jun 2019.

Vancouver:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10150/624294.

Council of Science Editors:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624294


University of South Africa

10. Joubert, Karen. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .

Degree: 2012, University of South Africa

 The purpose of this study is to identify the role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive education.… (more)

Subjects/Keywords: Inclusive education; Down’s syndrome; Role of the parents; Bio-ecological model of Brunfenbrenner; Inclusive schools; Qualitative phenomenological research; Inklusieweonderwys; Downsindroom; Ouers se rol; Bio-ekosistemiesebenaderingsmodel; Inklusieweskole; Kwalitatiewefenomenologiesestudie

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APA (6th Edition):

Joubert, K. (2012). Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7665

Chicago Manual of Style (16th Edition):

Joubert, Karen. “Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .” 2012. Masters Thesis, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/7665.

MLA Handbook (7th Edition):

Joubert, Karen. “Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng .” 2012. Web. 24 Jun 2019.

Vancouver:

Joubert K. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/7665.

Council of Science Editors:

Joubert K. Rol van die ouers by die kontinue insluiting van leerders met Downsindroom in inklusiewe onderwys in Gauteng . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7665


Georgia Southern University

11. Carpenter, Dennis L. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student… (more)

Subjects/Keywords: ETD; Leadership responsibilities; Implementation; Maintenance; Support; Inclusive education; School principals; Educational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Carpenter, D. L. (2009). An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/335

Chicago Manual of Style (16th Edition):

Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed June 24, 2019. https://digitalcommons.georgiasouthern.edu/etd/335.

MLA Handbook (7th Edition):

Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Web. 24 Jun 2019.

Vancouver:

Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Jun 24]. Available from: https://digitalcommons.georgiasouthern.edu/etd/335.

Council of Science Editors:

Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/335


Universidade Presbiteriana Mackenzie

12. Eduardo de Campos Garcia. Deficiência: gênese e crítica de um conceito.

Degree: 2011, Universidade Presbiteriana Mackenzie

 Esta dissertação de Mestrado tem como objetivo de trabalho desvelar os poderes e saberes envolvidos na formação do conceito, que está em cena, da deficiência.… (more)

Subjects/Keywords: EDUCACAO; história da anormalidade; arte degenerada; educação inclusiva; history of the abnormality; degenerate art; inclusive education

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APA (6th Edition):

Garcia, E. d. C. (2011). Deficiência: gênese e crítica de um conceito. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2536

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):

Garcia, Eduardo de Campos. “Deficiência: gênese e crítica de um conceito.” 2011. Thesis, Universidade Presbiteriana Mackenzie. Accessed June 24, 2019. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2536.

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

MLA Handbook (7th Edition):

Garcia, Eduardo de Campos. “Deficiência: gênese e crítica de um conceito.” 2011. Web. 24 Jun 2019.

Vancouver:

Garcia EdC. Deficiência: gênese e crítica de um conceito. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2011. [cited 2019 Jun 24]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2536.

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

Council of Science Editors:

Garcia EdC. Deficiência: gênese e crítica de um conceito. [Thesis]. Universidade Presbiteriana Mackenzie; 2011. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2536

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


University of the Western Cape

13. Baboo, Nafisa. A case study of a neighbourhood school that included two learners who are blind .

Degree: 2011, University of the Western Cape

 Internationally, the rights of persons with disabilities to participate as full members of society through inclusive education has become a high priority with the adoption… (more)

Subjects/Keywords: Inclusive education; Blind learners; Convention on the rights of persons with disabilities; Support; Enabling; Facilitator; Environment; Attitudes; Social inclusion; Academic inclusion

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

APA (6th Edition):

Baboo, N. (2011). A case study of a neighbourhood school that included two learners who are blind . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2917

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):

Baboo, Nafisa. “A case study of a neighbourhood school that included two learners who are blind .” 2011. Thesis, University of the Western Cape. Accessed June 24, 2019. http://hdl.handle.net/11394/2917.

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

MLA Handbook (7th Edition):

Baboo, Nafisa. “A case study of a neighbourhood school that included two learners who are blind .” 2011. Web. 24 Jun 2019.

Vancouver:

Baboo N. A case study of a neighbourhood school that included two learners who are blind . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11394/2917.

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

Council of Science Editors:

Baboo N. A case study of a neighbourhood school that included two learners who are blind . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/2917

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


Addis Ababa University

14. Ibrahim, Mohammedhayat. Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa .

Degree: 2013, Addis Ababa University

Inclusive Education is implemented by few schools in Ethiopia particularly in Addis Ababa. However, their implementation modality, and the facilities available within the schools do… (more)

Subjects/Keywords: Inclusive Education of Hearing Impaired Students

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

APA (6th Edition):

Ibrahim, M. (2013). Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4826

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):

Ibrahim, Mohammedhayat. “Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa .” 2013. Thesis, Addis Ababa University. Accessed June 24, 2019. http://etd.aau.edu.et/dspace/handle/123456789/4826.

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

MLA Handbook (7th Edition):

Ibrahim, Mohammedhayat. “Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa .” 2013. Web. 24 Jun 2019.

Vancouver:

Ibrahim M. Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Jun 24]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4826.

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

Council of Science Editors:

Ibrahim M. Status of Inclusive Education of Hearing Impaired Students in Primary Schools The case of Yekatit 23 Special Primary School and Mekanissa School for the Deaf in Addis Ababa . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4826

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


University of Namibia

15. Haitembu, Rauna K. Assessing the provision of inclusive education in the Omusati region.

Degree: 2014, University of Namibia

 The purpose of this study was to assess the provision of Inclusive Education in Omusati Region. A quantitative research study was carried out and a… (more)

Subjects/Keywords: Inclusive education ; Inclusive education, Namibia ; Teachers, Training of, Namibia ; Special education, Namibia

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

APA (6th Edition):

Haitembu, R. K. (2014). Assessing the provision of inclusive education in the Omusati region. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/852

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):

Haitembu, Rauna K. “Assessing the provision of inclusive education in the Omusati region. ” 2014. Thesis, University of Namibia. Accessed June 24, 2019. http://hdl.handle.net/11070/852.

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

MLA Handbook (7th Edition):

Haitembu, Rauna K. “Assessing the provision of inclusive education in the Omusati region. ” 2014. Web. 24 Jun 2019.

Vancouver:

Haitembu RK. Assessing the provision of inclusive education in the Omusati region. [Internet] [Thesis]. University of Namibia; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11070/852.

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

Council of Science Editors:

Haitembu RK. Assessing the provision of inclusive education in the Omusati region. [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/852

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


Universiteit Utrecht

16. Visser, S.C. Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles.

Degree: 2009, Universiteit Utrecht

 This study investigates the implementation and effects of the integral student care system in the primary schools on St. Maarten Netherlands Antilles. The student care… (more)

Subjects/Keywords: Sociale Wetenschappen; Student Care System; inclusive education; St. Maarten; Netherlands Antilles; implementation; effects; schools

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

APA (6th Edition):

Visser, S. C. (2009). Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/35460

Chicago Manual of Style (16th Edition):

Visser, S C. “Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles.” 2009. Masters Thesis, Universiteit Utrecht. Accessed June 24, 2019. http://dspace.library.uu.nl:8080/handle/1874/35460.

MLA Handbook (7th Edition):

Visser, S C. “Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles.” 2009. Web. 24 Jun 2019.

Vancouver:

Visser SC. Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2019 Jun 24]. Available from: http://dspace.library.uu.nl:8080/handle/1874/35460.

Council of Science Editors:

Visser SC. Students: who cares? A qualitative and quantitative study of the Student Care system at Foundation Based Education Schools on St. Maarten, Netherlands Antilles. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/35460


University of Zululand

17. Mthethwa, Gerald Simangaliso. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .

Degree: 2008, University of Zululand

 The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which… (more)

Subjects/Keywords: Inclusive education ; Inclusive education  – Attitudes

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

APA (6th Edition):

Mthethwa, G. S. (2008). Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/341

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):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Thesis, University of Zululand. Accessed June 24, 2019. http://hdl.handle.net/10530/341.

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

MLA Handbook (7th Edition):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Web. 24 Jun 2019.

Vancouver:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10530/341.

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

Council of Science Editors:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/341

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


University of Nairobi

18. Njogu, L N. Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya .

Degree: 2012, University of Nairobi

 Strategic supply chain management has emerged as a key area of studies in the recent past. The supply-chain has been identified as a strategic competency… (more)

Subjects/Keywords: Challenges Facing The Implementation Of Liqudified Petroleum

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

APA (6th Edition):

Njogu, L. N. (2012). Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/95617

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):

Njogu, L N. “Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya .” 2012. Thesis, University of Nairobi. Accessed June 24, 2019. http://hdl.handle.net/11295/95617.

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

MLA Handbook (7th Edition):

Njogu, L N. “Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya .” 2012. Web. 24 Jun 2019.

Vancouver:

Njogu LN. Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11295/95617.

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

Council of Science Editors:

Njogu LN. Challenges Facing The Implementation Of Liqudified Petroleum Gas Supply Chain Strategies In Kenya . [Thesis]. University of Nairobi; 2012. Available from: http://hdl.handle.net/11295/95617

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


University of Nairobi

19. Ndungu, Anne T. Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya .

Degree: 2016, University of Nairobi

 Hoshin Kanri is considered as the means through which performance management is enabled. It is a strategic policy management tool which is a unique as… (more)

Subjects/Keywords: The Implementation Of Hoshin Kanri Tool Project

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APA (6th Edition):

Ndungu, A. T. (2016). Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97787

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):

Ndungu, Anne T. “Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya .” 2016. Thesis, University of Nairobi. Accessed June 24, 2019. http://hdl.handle.net/11295/97787.

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

MLA Handbook (7th Edition):

Ndungu, Anne T. “Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya .” 2016. Web. 24 Jun 2019.

Vancouver:

Ndungu AT. Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11295/97787.

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

Council of Science Editors:

Ndungu AT. Factors Influencing The Implementation Of Hoshin Kanri Tool Project: A Case Of Unga Holdings Limited, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97787

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


University of Nairobi

20. Kurea, George M. The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County .

Degree: 2015, University of Nairobi

 According to the Laws of Kenya, not more than two-thirds of members of elective public bodies should be of the same gender. This is commonly… (more)

Subjects/Keywords: The Implementation of Two Third Gender Rule

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

APA (6th Edition):

Kurea, G. M. (2015). The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94524

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):

Kurea, George M. “The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County .” 2015. Thesis, University of Nairobi. Accessed June 24, 2019. http://hdl.handle.net/11295/94524.

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

MLA Handbook (7th Edition):

Kurea, George M. “The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County .” 2015. Web. 24 Jun 2019.

Vancouver:

Kurea GM. The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County . [Internet] [Thesis]. University of Nairobi; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11295/94524.

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

Council of Science Editors:

Kurea GM. The implementation of the Two Third Gender Rule in the Devolved Government as stipulated in the Kenyan Constitution: The case study of Meru County . [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/94524

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


Univerzitet u Beogradu

21. Krivokapić, Jovan. Uticaj konsaltinga na efikasnost organizacionog restrukturiranja.

Degree: Fakultet organizacionih nauka, 2016, Univerzitet u Beogradu

Tehničke nauke / Organizacija poslovnih sistema

Promjene u poslovnom ambijentu od organizacija zahtijevaju adekvatnu i brzu reakciju. Ustaljeni načini upravljanja ili operativnog obavljanja aktivnosti često… (more)

Subjects/Keywords: Consulting; organizational restructuring; efficiency; the degree of implementation of the solution; the level of implementation of the solution

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

APA (6th Edition):

Krivokapić, J. (2016). Uticaj konsaltinga na efikasnost organizacionog restrukturiranja. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:11706/bdef:Content/get

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):

Krivokapić, Jovan. “Uticaj konsaltinga na efikasnost organizacionog restrukturiranja.” 2016. Thesis, Univerzitet u Beogradu. Accessed June 24, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:11706/bdef:Content/get.

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

MLA Handbook (7th Edition):

Krivokapić, Jovan. “Uticaj konsaltinga na efikasnost organizacionog restrukturiranja.” 2016. Web. 24 Jun 2019.

Vancouver:

Krivokapić J. Uticaj konsaltinga na efikasnost organizacionog restrukturiranja. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Jun 24]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11706/bdef:Content/get.

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

Council of Science Editors:

Krivokapić J. Uticaj konsaltinga na efikasnost organizacionog restrukturiranja. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11706/bdef:Content/get

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

22. Latino, Nicole Marie. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.

Degree: PhD, Higher Education, 2010, U of Denver

  This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized… (more)

Subjects/Keywords: Construction of whiteness; Critical Race Theory; Inclusive excellence; Inclusive leadership; White inclusive leaders; Education; Higher Education

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

APA (6th Edition):

Latino, N. M. (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/354

Chicago Manual of Style (16th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Doctoral Dissertation, U of Denver. Accessed June 24, 2019. https://digitalcommons.du.edu/etd/354.

MLA Handbook (7th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Web. 24 Jun 2019.

Vancouver:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Jun 24]. Available from: https://digitalcommons.du.edu/etd/354.

Council of Science Editors:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/354


University of Wisconsin – Oshkosh

23. Capetillo-Pena, Bobbie Jo. Attitudes and beliefs towards inclusion in today's schools.

Degree: MSin Education, Special and Early Childhood Education, 2018, University of Wisconsin – Oshkosh

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Education

The… (more)

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Capetillo-Pena, B. J. (2018). Attitudes and beliefs towards inclusion in today's schools. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/78725

Chicago Manual of Style (16th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Masters Thesis, University of Wisconsin – Oshkosh. Accessed June 24, 2019. http://digital.library.wisc.edu/1793/78725.

MLA Handbook (7th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Web. 24 Jun 2019.

Vancouver:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2018. [cited 2019 Jun 24]. Available from: http://digital.library.wisc.edu/1793/78725.

Council of Science Editors:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Masters Thesis]. University of Wisconsin – Oshkosh; 2018. Available from: http://digital.library.wisc.edu/1793/78725

24. Bedford, Amanda. How to Implement an Inclusive Classroom .

Degree: 2015, California State University – San Marcos

 The rationale for this project is to create a user-friendly manual for general education teachers on how to create a clear vision as to how… (more)

Subjects/Keywords: Inclusive education; inclusive educational strategies; inclusive classroom

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APA (6th Edition):

Bedford, A. (2015). How to Implement an Inclusive Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143398

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):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Thesis, California State University – San Marcos. Accessed June 24, 2019. http://hdl.handle.net/10211.3/143398.

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

MLA Handbook (7th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Web. 24 Jun 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10211.3/143398.

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

Council of Science Editors:

Bedford A. How to Implement an Inclusive Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143398

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


University of Waikato

25. Torombe, Rachael. Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District.

Degree: 2013, University of Waikato

 Papua New Guinea (PNG) endorsed its inclusive education policy entitled ‘National Special Education Policy, Plans and Guidelines’ (NSEPPG) in 1993. It is one of the… (more)

Subjects/Keywords: inclusive education policy, implementation, inclusive education, teachers, regular primary schools; teachers' experiences, papua new guinea, national capital district, inclusion, education for all, disabled children, policy makers; Bourdieu; habitus; field; capital

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

APA (6th Edition):

Torombe, R. (2013). Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7939

Chicago Manual of Style (16th Edition):

Torombe, Rachael. “Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District. ” 2013. Masters Thesis, University of Waikato. Accessed June 24, 2019. http://hdl.handle.net/10289/7939.

MLA Handbook (7th Edition):

Torombe, Rachael. “Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District. ” 2013. Web. 24 Jun 2019.

Vancouver:

Torombe R. Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District. [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10289/7939.

Council of Science Editors:

Torombe R. Teachers' experiences in implementing inclusive education policy in Papua New Guinea: A study of two primary schools in the National Capital District. [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7939


North-West University

26. Makhalemele, Thabo Jan. The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele .

Degree: 2011, North-West University

 The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in… (more)

Subjects/Keywords: Changing role; Ddistrict-based education; Support services; Establishing the inclusive school

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APA (6th Edition):

Makhalemele, T. J. (2011). The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10291

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):

Makhalemele, Thabo Jan. “The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele .” 2011. Thesis, North-West University. Accessed June 24, 2019. http://hdl.handle.net/10394/10291.

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

MLA Handbook (7th Edition):

Makhalemele, Thabo Jan. “The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele .” 2011. Web. 24 Jun 2019.

Vancouver:

Makhalemele TJ. The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10394/10291.

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

Council of Science Editors:

Makhalemele TJ. The changing role of district-based education support services in establishing the inclusive school settings : an ecosystemic approach / Thabo Jan Makhalemele . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/10291

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


University of KwaZulu-Natal

27. Hoosen, Zaheera Bibi. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.

Degree: 2016, University of KwaZulu-Natal

 After the first democratic elections in 1994 the South African Government was faced with many challenges within the Education System. The Government committed itself to… (more)

Subjects/Keywords: Inclusive Education.; Special Education.; Teachers of Children with Disabilities.; Theses - Education.

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

APA (6th Edition):

Hoosen, Z. B. (2016). Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15381

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):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Thesis, University of KwaZulu-Natal. Accessed June 24, 2019. http://hdl.handle.net/10413/15381.

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

MLA Handbook (7th Edition):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Web. 24 Jun 2019.

Vancouver:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10413/15381.

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

Council of Science Editors:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15381

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


Universidade de Brasília

28. Kelli Consuêlo Almeida de Lima Queiroz. Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES.

Degree: 2008, Universidade de Brasília

O presente estudo trata de um dos temas que, paralelo a outros, tem ganhado centralidade no campo da Educação Superior no Brasil: a avaliação institucional.… (more)

Subjects/Keywords: EDUCACAO; avaliação da educação superior; auto-avaliação institutional; implementação; institutional self evaluation; implementation; evaluation of the higher education

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

APA (6th Edition):

Queiroz, K. C. A. d. L. (2008). Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3474

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):

Queiroz, Kelli Consuêlo Almeida de Lima. “Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES.” 2008. Thesis, Universidade de Brasília. Accessed June 24, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3474.

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

MLA Handbook (7th Edition):

Queiroz, Kelli Consuêlo Almeida de Lima. “Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES.” 2008. Web. 24 Jun 2019.

Vancouver:

Queiroz KCAdL. Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2019 Jun 24]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3474.

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

Council of Science Editors:

Queiroz KCAdL. Eu avalio, tu avalias, nós nos avaliamos? : a experiência da Unidade Universitária de Ciências Sócio-Econômicas e Humanas - UnUCSEH/UEG com a auto-avaliação proposta pelo SINAES. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3474

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


Universidade Presbiteriana Mackenzie

29. Fernanda Cilene Moreira de Meira. Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores.

Degree: 2012, Universidade Presbiteriana Mackenzie

 A política da Educação Inclusiva surge visando garantir a educação de todos, ou seja, independentemente de suas peculiaridades culturais, econômicas e físicas, todas as pessoas… (more)

Subjects/Keywords: atitude social; educação inclusiva; educação de surdos; Libras; formação de professores; social attitude; inclusive education; education of the deaf; Brazilian sign language; teacher training; EDUCACAO

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

APA (6th Edition):

Meira, F. C. M. d. (2012). Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2595

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):

Meira, Fernanda Cilene Moreira de. “Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores.” 2012. Thesis, Universidade Presbiteriana Mackenzie. Accessed June 24, 2019. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2595.

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

MLA Handbook (7th Edition):

Meira, Fernanda Cilene Moreira de. “Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores.” 2012. Web. 24 Jun 2019.

Vancouver:

Meira FCMd. Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2012. [cited 2019 Jun 24]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2595.

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

Council of Science Editors:

Meira FCMd. Atitude social e inclusão de alunos surdos: os impactos da obrigatoriedade da disciplina de libras nos cursos de formação de educadores. [Thesis]. Universidade Presbiteriana Mackenzie; 2012. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2595

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

30. Cordeiro, Giselly Pacheco de Lima. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.

Degree: 2018, Universidade Fernando Pessoa

Esta pesquisa versa sobre a avaliação da inclusão por parte dos professores do ensino fundamental de uma escola da rede pública do Município de São… (more)

Subjects/Keywords: Avaliação; Educação especial na perspectiva da educação inclusiva; Formação de professores; Evaluation; Special education in the perspective of inclusive education; Teacher training; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Cordeiro, G. P. d. L. (2018). Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853

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):

Cordeiro, Giselly Pacheco de Lima. “Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.” 2018. Thesis, Universidade Fernando Pessoa. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853.

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

MLA Handbook (7th Edition):

Cordeiro, Giselly Pacheco de Lima. “Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.” 2018. Web. 24 Jun 2019.

Vancouver:

Cordeiro GPdL. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. [Internet] [Thesis]. Universidade Fernando Pessoa; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853.

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

Council of Science Editors:

Cordeiro GPdL. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. [Thesis]. Universidade Fernando Pessoa; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853

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

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