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You searched for subject:( inclusive classroom). Showing records 1 – 30 of 40 total matches.

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

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 May 20, 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. 20 May 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 May 20]. 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 Manchester

2. Makoelle, Tsediso Michael. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.

Degree: PhD, 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion… (more)

Subjects/Keywords: 373.68; •inclusion, inclusive pedagogy, inclusive teaching, inclusive education, inclusive classroom

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

APA (6th Edition):

Makoelle, T. M. (2013). Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Doctoral Dissertation, University of Manchester. Accessed May 20, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Web. 20 May 2019.

Vancouver:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 May 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

Council of Science Editors:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864


University of Zululand

3. Hariparsad, Shireen D. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .

Degree: 2010, University of Zululand

 The aim of this study was to investigate the challenges facing educators’ in the inclusion of ADHD learners in the mainstream classroom. As an introduction… (more)

Subjects/Keywords: ADHD ; ADHD learners  – mainstream classroom. ; Inclusive education ; Inclusive education – South Africa. ; Inclusive education  – challenges

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

APA (6th Edition):

Hariparsad, S. D. (2010). Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/629

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):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Thesis, University of Zululand. Accessed May 20, 2019. http://hdl.handle.net/10530/629.

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

MLA Handbook (7th Edition):

Hariparsad, Shireen D. “Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom .” 2010. Web. 20 May 2019.

Vancouver:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10530/629.

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

Council of Science Editors:

Hariparsad SD. Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/629

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


California State University – Sacramento

4. Wilson, Cinnamon Olivia. A culturally relevant teaching tool.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 African American males make up less than 10% ofthe public school enrollments, yet they are failing at alarming rates. Ifeducators are not equipped with the… (more)

Subjects/Keywords: African American males; Culturally inclusive classroom; Cultural pedagogy

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APA (6th Edition):

Wilson, C. O. (2011). A culturally relevant teaching tool. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1406

Chicago Manual of Style (16th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Masters Thesis, California State University – Sacramento. Accessed May 20, 2019. http://hdl.handle.net/10211.9/1406.

MLA Handbook (7th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Web. 20 May 2019.

Vancouver:

Wilson CO. A culturally relevant teaching tool. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.9/1406.

Council of Science Editors:

Wilson CO. A culturally relevant teaching tool. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1406


Tampere University

5. Eskelä-Haapanen, Sirpa. Kohdennettu tuki perusopetuksen alkuluokilla .

Degree: 2012, Tampere University

 Erityisopetuksen määrä on jatkanut tasaista nousuaan vuodesta 1995 lähtien. Myös erityisopetukseen siirrettyjen lasten lukumäärä on lisääntynyt Suomessa yli kymmenen viimeisen vuoden ajan, vaikka peruskoululaisten määrä… (more)

Subjects/Keywords: kohdennettu tukeminen; inklusiivisuus; ohjausmalli; targeted support; inclusive classroom practice; support model

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APA (6th Edition):

Eskelä-Haapanen, S. (2012). Kohdennettu tuki perusopetuksen alkuluokilla . (Doctoral Dissertation). Tampere University. Retrieved from http://tampub.uta.fi/handle/10024/66922

Chicago Manual of Style (16th Edition):

Eskelä-Haapanen, Sirpa. “Kohdennettu tuki perusopetuksen alkuluokilla .” 2012. Doctoral Dissertation, Tampere University. Accessed May 20, 2019. http://tampub.uta.fi/handle/10024/66922.

MLA Handbook (7th Edition):

Eskelä-Haapanen, Sirpa. “Kohdennettu tuki perusopetuksen alkuluokilla .” 2012. Web. 20 May 2019.

Vancouver:

Eskelä-Haapanen S. Kohdennettu tuki perusopetuksen alkuluokilla . [Internet] [Doctoral dissertation]. Tampere University; 2012. [cited 2019 May 20]. Available from: http://tampub.uta.fi/handle/10024/66922.

Council of Science Editors:

Eskelä-Haapanen S. Kohdennettu tuki perusopetuksen alkuluokilla . [Doctoral Dissertation]. Tampere University; 2012. Available from: http://tampub.uta.fi/handle/10024/66922


Massey University

6. Armstrong, Hayley Marie. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .

Degree: 2014, Massey University

 This is a single site qualitative case study to investigate how inclusion is understood, and put into practice in one classroom within a school that… (more)

Subjects/Keywords: Inclusive education; New entrant classroom; Primary school; New Zealand

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APA (6th Edition):

Armstrong, H. M. (2014). Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6626

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):

Armstrong, Hayley Marie. “Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .” 2014. Thesis, Massey University. Accessed May 20, 2019. http://hdl.handle.net/10179/6626.

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

MLA Handbook (7th Edition):

Armstrong, Hayley Marie. “Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .” 2014. Web. 20 May 2019.

Vancouver:

Armstrong HM. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10179/6626.

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

Council of Science Editors:

Armstrong HM. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6626

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

7. Makoelle, Tsediso Michael. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.

Degree: 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South Africaneducation had laboured under racially motivated discriminatory practices of active exclusion ofthe… (more)

Subjects/Keywords: •inclusion; inclusive pedagogy; inclusive teaching; inclusive education; inclusive classroom

…special needs inclusive teaching in the classroom situation;  empower educators with classroom… …inclusive practices. For instance, the international literature on classroom teaching practices… …the constructs inclusive education, inclusive classroom and inclusive teaching in the South… …inclusive classroom is an extremely complicated process (Landsberg, Kruger & Swart 2011)… …inclusive pedagogical practices in the classroom. This literature review represents an attempt to… 

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

APA (6th Edition):

Makoelle, T. M. (2013). EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Doctoral Dissertation, University of Manchester. Accessed May 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Web. 20 May 2019.

Vancouver:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 May 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

Council of Science Editors:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

8. Κόλλιας, Γεώργιος. Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία.

Degree: 2013, University of Patras

Σκοπός της παρούσας έρευνας ήταν να μελετηθεί η ετοιμότητα μελλοντικών δασκάλων να ανταποκριθούν κατάλληλα και αποτελεσματικά στις απαιτήσεις μιας συμμετοχικής τάξης όπου μαθητές με ειδικές… (more)

Subjects/Keywords: Μελλοντικοί δάσκαλοι; Συμμετοχική εκπαίδευση; Συμμετοχική τάξη; Συμμετοχική πρακτική; Ετοιμότητα εκπαιδευτικών; 371.12; Future teachers; Inclusion; Inclusive classroom; Inclusive practice; Preparedness of teachers

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

APA (6th Edition):

Κόλλιας, . (2013). Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/6580

Chicago Manual of Style (16th Edition):

Κόλλιας, Γεώργιος. “Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία.” 2013. Masters Thesis, University of Patras. Accessed May 20, 2019. http://hdl.handle.net/10889/6580.

MLA Handbook (7th Edition):

Κόλλιας, Γεώργιος. “Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία.” 2013. Web. 20 May 2019.

Vancouver:

Κόλλιας . Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία. [Internet] [Masters thesis]. University of Patras; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10889/6580.

Council of Science Editors:

Κόλλιας . Η ετοιμότητα των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση. Μελέτη δύο προγραμμάτων προετοιμασίας δασκάλων στην Ελλάδα και την Τσεχία. [Masters Thesis]. University of Patras; 2013. Available from: http://hdl.handle.net/10889/6580


Florida International University

9. Ritchey, Alicia D. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2012, Florida International University

  The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able… (more)

Subjects/Keywords: character education; classroom character culture; classroom community text; Goma curriculum; Goma 7-Step Pathway; The Inclusive Community Building Ellison Model

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APA (6th Edition):

Ritchey, A. D. (2012). Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516

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):

Ritchey, Alicia D. “Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.” 2012. Thesis, Florida International University. Accessed May 20, 2019. http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516.

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

MLA Handbook (7th Edition):

Ritchey, Alicia D. “Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.” 2012. Web. 20 May 2019.

Vancouver:

Ritchey AD. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. [Internet] [Thesis]. Florida International University; 2012. [cited 2019 May 20]. Available from: http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516.

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

Council of Science Editors:

Ritchey AD. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. [Thesis]. Florida International University; 2012. Available from: http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516

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


Bowling Green State University

10. Ellerbrock, Rebecca S. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.

Degree: MEd, Curriculum and Teaching, 2011, Bowling Green State University

 Diversity in the classroom is growing rapidly with students reflecting differences in race, religion, disabilities, interests, backgrounds, and abilities. Differentiated instruction has been researched to… (more)

Subjects/Keywords: Education; Differentiated Instruction; DI; Engagement; Co-Teaching; Cotaught; Inclusion; Inclusive Classroom; Teaching

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

APA (6th Edition):

Ellerbrock, R. S. (2011). Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966

Chicago Manual of Style (16th Edition):

Ellerbrock, Rebecca S. “Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.” 2011. Masters Thesis, Bowling Green State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

MLA Handbook (7th Edition):

Ellerbrock, Rebecca S. “Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom.” 2011. Web. 20 May 2019.

Vancouver:

Ellerbrock RS. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

Council of Science Editors:

Ellerbrock RS. Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966


Malmö University

11. Kotte, Elaine. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .

Degree: Malmö University. School development and Leadership (SOL), 2017, Malmö University

 The notion of inclusion is not a simple matter to define. It will mean different things to different people at different occasions. In school, inclusive(more)

Subjects/Keywords: Collegial collaboration; differentiated teaching; inclusive education; lesson planning; mainstream classroom; teachers’ perceptions; teaching

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APA (6th Edition):

Kotte, E. (2017). Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/23228

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):

Kotte, Elaine. “Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .” 2017. Thesis, Malmö University. Accessed May 20, 2019. http://hdl.handle.net/2043/23228.

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

MLA Handbook (7th Edition):

Kotte, Elaine. “Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv .” 2017. Web. 20 May 2019.

Vancouver:

Kotte E. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . [Internet] [Thesis]. Malmö University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2043/23228.

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

Council of Science Editors:

Kotte E. Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv . [Thesis]. Malmö University; 2017. Available from: http://hdl.handle.net/2043/23228

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


North-West University

12. Motloung, Phindiwe Aletta. The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung .

Degree: 2008, North-West University

 This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the… (more)

Subjects/Keywords: Investigate experiences; Educators; Choosing material; Inclusive classroom; Literature; Learning and teaching; Support materials; Definition; Funding

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APA (6th Edition):

Motloung, P. A. (2008). The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2266

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):

Motloung, Phindiwe Aletta. “The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung .” 2008. Thesis, North-West University. Accessed May 20, 2019. http://hdl.handle.net/10394/2266.

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

MLA Handbook (7th Edition):

Motloung, Phindiwe Aletta. “The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung .” 2008. Web. 20 May 2019.

Vancouver:

Motloung PA. The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung . [Internet] [Thesis]. North-West University; 2008. [cited 2019 May 20]. Available from: http://hdl.handle.net/10394/2266.

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

Council of Science Editors:

Motloung PA. The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2266

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


University of South Africa

13. Phala, Thembi Anastacia Lucky. Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng .

Degree: 2013, University of South Africa

 Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of… (more)

Subjects/Keywords: Grade 4 learners; Inclusive classroom; Reading; Reading approaches; Word Recognition; Grade 4 teachers

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

APA (6th Edition):

Phala, T. A. L. (2013). Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/9749

Chicago Manual of Style (16th Edition):

Phala, Thembi Anastacia Lucky. “Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng .” 2013. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/9749.

MLA Handbook (7th Edition):

Phala, Thembi Anastacia Lucky. “Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng .” 2013. Web. 20 May 2019.

Vancouver:

Phala TAL. Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/9749.

Council of Science Editors:

Phala TAL. Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/9749


George Mason University

14. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

 Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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

APA (6th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

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):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed May 20, 2019. http://hdl.handle.net/1920/8208.

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

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 20 May 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/1920/8208.

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

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

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

15. Magalhães, Luísa Maria de Fátima Flora de Assunção. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.

Degree: 2013, RCAAP

Cabe à escola prever respostas educativas de forma a educar com sucesso todas as crianças, incluindo as com problemas de Autismo. O Autismo tem como… (more)

Subjects/Keywords: Intervenção precoce; Autismo; Inclusão; Ensino Estruturado/ Metodologia TEACCH; Early Childhood Intervention; Autism; Inclusive Education; Structured Classroom/ Methods – TEACCH

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

APA (6th Edition):

Magalhães, L. M. d. F. F. d. A. (2013). Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092

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):

Magalhães, Luísa Maria de Fátima Flora de Assunção. “Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.” 2013. Thesis, RCAAP. Accessed May 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092.

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

MLA Handbook (7th Edition):

Magalhães, Luísa Maria de Fátima Flora de Assunção. “Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.” 2013. Web. 20 May 2019.

Vancouver:

Magalhães LMdFFdA. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 May 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092.

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

Council of Science Editors:

Magalhães LMdFFdA. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092

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


University of South Africa

16. Matlala, Seemole Mariam. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.

Degree: 2015, University of South Africa

 The study, “Teacher support in the inclusive primary school: addressing barriers to learning in the classroom”, aims to investigate teacher support in addressing and reducing… (more)

Subjects/Keywords: Inclusive education; Barriers to learning; Support; Learners; Teachers; Classroom; School Based Support Team; District Based Support Team; Department of Education

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

APA (6th Edition):

Matlala, S. M. (2015). Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18446

Chicago Manual of Style (16th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/18446.

MLA Handbook (7th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Web. 20 May 2019.

Vancouver:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/18446.

Council of Science Editors:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18446


University of South Africa

17. Wissing, Annelise. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .

Degree: 2012, University of South Africa

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern… (more)

Subjects/Keywords: Inclusive education; Cognitive giftedness; ESL learning; Underachievers; South Africa; Support; Barriers to learning; Classroom teachers; Grade Four; Double exceptionality

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

APA (6th Edition):

Wissing, A. (2012). The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6549

Chicago Manual of Style (16th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/6549.

MLA Handbook (7th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Web. 20 May 2019.

Vancouver:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/6549.

Council of Science Editors:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6549

18. Alves, Sara Cristina Aleixo. Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico.

Degree: 2015, Instituto Politécnico do Porto

Objetivo: Este estudo avaliou os efeitos da implementação de um programa de autorregulação no aumento da autonomia de um aluno com Perturbação do Espetro do… (more)

Subjects/Keywords: Perturbação do Espetro do Autismo; Autism Spectrum Disorder; sala de aula inclusiva; Análise Comportamental Aplicada; programa de intervenção de autorregulação.; Inclusive classroom; Applied Behavioral Analysis; Self-management intervention program; Inclusive classroom; Applied Behavioral Analysis; Self-management intervention program; Domínio/Área Científica :Ciências Sociais

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

APA (6th Edition):

Alves, S. C. A. (2015). Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6777

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):

Alves, Sara Cristina Aleixo. “Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico.” 2015. Thesis, Instituto Politécnico do Porto. Accessed May 20, 2019. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6777.

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

MLA Handbook (7th Edition):

Alves, Sara Cristina Aleixo. “Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico.” 2015. Web. 20 May 2019.

Vancouver:

Alves SCA. Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico. [Internet] [Thesis]. Instituto Politécnico do Porto; 2015. [cited 2019 May 20]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6777.

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

Council of Science Editors:

Alves SCA. Efeito de um programa de autorregulação na promoção da autonomia de um aluno com Perturbação do Espetro do Autismo no 1º ano do 1º ciclo do ensino básico. [Thesis]. Instituto Politécnico do Porto; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6777

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


University of Canberra

19. van Limbeek, Catherine A. H. WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?.

Degree: 2008, University of Canberra

 Integration has been the policy of the New South Wales Department of Education and Training since 1981. Regular classroom teachers are responsible for implementing this policy at… (more)

Subjects/Keywords: Classroom management; Children with disabilities; Education; New South Wales; Australia; Inclusive education; teaching

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

APA (6th Edition):

van Limbeek, C. A. H. (2008). WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20081216.113453

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):

van Limbeek, Catherine A H. “WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?.” 2008. Thesis, University of Canberra. Accessed May 20, 2019. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.

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

MLA Handbook (7th Edition):

van Limbeek, Catherine A H. “WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?.” 2008. Web. 20 May 2019.

Vancouver:

van Limbeek CAH. WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?. [Internet] [Thesis]. University of Canberra; 2008. [cited 2019 May 20]. Available from: http://erl.canberra.edu.au./public/adt-AUC20081216.113453.

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

Council of Science Editors:

van Limbeek CAH. WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?. [Thesis]. University of Canberra; 2008. Available from: http://erl.canberra.edu.au./public/adt-AUC20081216.113453

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

20. HELOISA DE OLIVEIRA PRADO GIORGI. SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA.

Degree: 2007, Universidade Metodista de São Paulo

Este trabalho investiga as possibilidades e os limites do serviço de apoio educacional especializado na construção de uma escola inclusiva. Atualmente, ao se falar em… (more)

Subjects/Keywords: educação inclusiva; educação especial; professor itinerante; sala de recursos; apoio educacional especializado; EDUCACAO; itinerant teacher; specialized educational support; recourses classroom; specialized education; inclusive education

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

APA (6th Edition):

GIORGI, H. D. O. P. (2007). SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=866

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):

GIORGI, HELOISA DE OLIVEIRA PRADO. “SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA.” 2007. Thesis, Universidade Metodista de São Paulo. Accessed May 20, 2019. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=866.

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

MLA Handbook (7th Edition):

GIORGI, HELOISA DE OLIVEIRA PRADO. “SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA.” 2007. Web. 20 May 2019.

Vancouver:

GIORGI HDOP. SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2007. [cited 2019 May 20]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=866.

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

Council of Science Editors:

GIORGI HDOP. SALA DE RECURSOS EM SÃO BERNARDO DO CAMPO: POSSIBILIDADES E LIMITES DO APOIO EDUCACIONAL ESPECIALIZADO NA CONSTRUÇÃO DE UMA ESCOLA INCLUSIVA. [Thesis]. Universidade Metodista de São Paulo; 2007. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=866

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


University of Pretoria

21. Potgieter-Groot, Lucia Christina. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).

Degree: Psychology, 2010, University of Pretoria

 AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes… (more)

Subjects/Keywords: Behavioural needs; Aandagtekort/hiperaktiwiteitversteuring; Insluitende onderwys; Kinderpatologie; Gedragsbehoeftes; Opvoederopleiding; Sistemiese verandering; Gedragsbehoeftes; Aksienavorsing; Gemeenskapsielkunde; Emotional needs; Attention deficit hyperactivity disorder; Child pathology classroom strategies; Inclusive education; UCTD

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

APA (6th Edition):

Potgieter-Groot, L. C. (2010). Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28566

Chicago Manual of Style (16th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).” 2010. Doctoral Dissertation, University of Pretoria. Accessed May 20, 2019. http://hdl.handle.net/2263/28566.

MLA Handbook (7th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans).” 2010. Web. 20 May 2019.

Vancouver:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/2263/28566.

Council of Science Editors:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28566


Linnaeus University

22. Schmidt, Julia. GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures.

Degree: Media Technology, 2017, Linnaeus University

Inclusive education has increased in popularity over the last two decades. Inclusiveclassrooms consist of children from diverse backgrounds and with variousimpairments, with special educational… (more)

Subjects/Keywords: Visually impaired and blind; children; geometric shapes; gure annotation; inclusive classroom; android application; accessibility of visual information; HCI; Media and Communication Technology; Medieteknik

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APA (6th Edition):

Schmidt, J. (2017). GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66864

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):

Schmidt, Julia. “GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures.” 2017. Thesis, Linnaeus University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66864.

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

MLA Handbook (7th Edition):

Schmidt, Julia. “GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures.” 2017. Web. 20 May 2019.

Vancouver:

Schmidt J. GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures. [Internet] [Thesis]. Linnaeus University; 2017. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66864.

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

Council of Science Editors:

Schmidt J. GEOVIB : An Application to SupportVisually Impaired and Blind Children inFollowing Geometry Lectures. [Thesis]. Linnaeus University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66864

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


University of Pretoria

23. Potgieter-Groot, Lucia Christina. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .

Degree: 2010, University of Pretoria

 AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes… (more)

Subjects/Keywords: Behavioural needs; Aandagtekort/hiperaktiwiteitversteuring; Insluitende onderwys; Kinderpatologie; Gedragsbehoeftes; Opvoederopleiding; Sistemiese verandering; Gedragsbehoeftes; Aksienavorsing; Gemeenskapsielkunde; Emotional needs; Attention deficit hyperactivity disorder; Child pathology classroom strategies; Inclusive education; UCTD

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

APA (6th Edition):

Potgieter-Groot, L. C. (2010). Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10092010-132004/

Chicago Manual of Style (16th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .” 2010. Doctoral Dissertation, University of Pretoria. Accessed May 20, 2019. http://upetd.up.ac.za/thesis/available/etd-10092010-132004/.

MLA Handbook (7th Edition):

Potgieter-Groot, Lucia Christina. “Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) .” 2010. Web. 20 May 2019.

Vancouver:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 May 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-10092010-132004/.

Council of Science Editors:

Potgieter-Groot LC. Strategieë vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-10092010-132004/


Universidade do Rio Grande do Sul

24. Emer, Simone de Oliveira. Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula.

Degree: 2011, Universidade do Rio Grande do Sul

A inclusão sócio-digital é uma das possibilidades que a educação inclusiva propõe para a atualidade. Nesse sentido, as Pessoas com Necessidades Educacionais Especiais (PNEEs) possuem… (more)

Subjects/Keywords: Inclusive education; Inclusão escolar; Tecnologias de Informação e Comunicação (TICs); Teacher training; Professor; Assistive technology; Multifunctional resource room; Formação; Tecnologia assistiva; Regular classroom

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

APA (6th Edition):

Emer, S. d. O. (2011). Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/36313

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):

Emer, Simone de Oliveira. “Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed May 20, 2019. http://hdl.handle.net/10183/36313.

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

MLA Handbook (7th Edition):

Emer, Simone de Oliveira. “Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula.” 2011. Web. 20 May 2019.

Vancouver:

Emer SdO. Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10183/36313.

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

Council of Science Editors:

Emer SdO. Inclusão escolar : formação docente para o uso das TICs aplicada como tecnologia assistiva na sala de recurso multifuncional e sala de aula. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/36313

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


East Carolina University

25. Maine, Erica. Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings.

Degree: 2013, East Carolina University

 The current study investigates perceptions, thoughts, and concerns of parents of nondisabled children enrolled in inclusive preschool classrooms. Utilizing a phenomenological approach and Ecological Systems… (more)

Subjects/Keywords: Early childhood education; Education policy; Inclusion; Preschool classroom; Inclusive education – United States; Preschool children – United States; Parent and child – United States; Parents – United States – Attitudes

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

APA (6th Edition):

Maine, E. (2013). Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4319

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):

Maine, Erica. “Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings.” 2013. Thesis, East Carolina University. Accessed May 20, 2019. http://hdl.handle.net/10342/4319.

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

MLA Handbook (7th Edition):

Maine, Erica. “Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings.” 2013. Web. 20 May 2019.

Vancouver:

Maine E. Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings. [Internet] [Thesis]. East Carolina University; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10342/4319.

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

Council of Science Editors:

Maine E. Parental Perceptions of Nondisabled Preschoolers in Inclusive Classroom Settings. [Thesis]. East Carolina University; 2013. Available from: http://hdl.handle.net/10342/4319

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


Nelson Mandela Metropolitan University

26. Bosman, Ysanne Bosman. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed… (more)

Subjects/Keywords: Learning disabilities; Children with disabilities  – Education (Elementary); Inclusive education; Teachers of problem children; Classroom management; Special education teachers  – Training of; Teachers  – Uganda

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

APA (6th Edition):

Bosman, Y. B. (2010). How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1234

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):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed May 20, 2019. http://hdl.handle.net/10948/1234.

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

MLA Handbook (7th Edition):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Web. 20 May 2019.

Vancouver:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10948/1234.

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

Council of Science Editors:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1234

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


Louisiana State University

27. Melikyan, Susanna. Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom.

Degree: MS, Human Ecology, 2008, Louisiana State University

 The purpose of the study was to measure the current level of communicative initiations exhibited by children enrolled in the LSU preschool program. Child communication… (more)

Subjects/Keywords: communicative initiation; children with special needs; social interaction; inclusive classroom; intervention

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

APA (6th Edition):

Melikyan, S. (2008). Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. (Masters Thesis). Louisiana State University. Retrieved from etd-04082008-154511 ; https://digitalcommons.lsu.edu/gradschool_theses/3049

Chicago Manual of Style (16th Edition):

Melikyan, Susanna. “Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom.” 2008. Masters Thesis, Louisiana State University. Accessed May 20, 2019. etd-04082008-154511 ; https://digitalcommons.lsu.edu/gradschool_theses/3049.

MLA Handbook (7th Edition):

Melikyan, Susanna. “Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom.” 2008. Web. 20 May 2019.

Vancouver:

Melikyan S. Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. [Internet] [Masters thesis]. Louisiana State University; 2008. [cited 2019 May 20]. Available from: etd-04082008-154511 ; https://digitalcommons.lsu.edu/gradschool_theses/3049.

Council of Science Editors:

Melikyan S. Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. [Masters Thesis]. Louisiana State University; 2008. Available from: etd-04082008-154511 ; https://digitalcommons.lsu.edu/gradschool_theses/3049

28. Boston-Kemple, Thomas Ernest. A conceptual analysis of key concepts in inclusive education.

Degree: PhD, Education, 2012, University of Iowa

  The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter… (more)

Subjects/Keywords: Co-Teaching; Disability; Inclusion; Inclusive Classroom; Special Education; Education

…concept of an ‘inclusive classroom’ is analyzed through a generic-type conceptual analysis to… …education. These particular concepts of ‘an inclusive classroom,’ ‘inclusion,’ ‘coteaching,’ and… …inclusive classroom, and since much of the academic and popular writing on special education links… …was not what I considered to be an inclusive classroom. They may have a combination of… …inclusive classroom was not what I understood as one. Often in these conversations, terms such as… 

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

APA (6th Edition):

Boston-Kemple, T. E. (2012). A conceptual analysis of key concepts in inclusive education. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2828

Chicago Manual of Style (16th Edition):

Boston-Kemple, Thomas Ernest. “A conceptual analysis of key concepts in inclusive education.” 2012. Doctoral Dissertation, University of Iowa. Accessed May 20, 2019. https://ir.uiowa.edu/etd/2828.

MLA Handbook (7th Edition):

Boston-Kemple, Thomas Ernest. “A conceptual analysis of key concepts in inclusive education.” 2012. Web. 20 May 2019.

Vancouver:

Boston-Kemple TE. A conceptual analysis of key concepts in inclusive education. [Internet] [Doctoral dissertation]. University of Iowa; 2012. [cited 2019 May 20]. Available from: https://ir.uiowa.edu/etd/2828.

Council of Science Editors:

Boston-Kemple TE. A conceptual analysis of key concepts in inclusive education. [Doctoral Dissertation]. University of Iowa; 2012. Available from: https://ir.uiowa.edu/etd/2828


University of South Africa

29. Kirchner, Valerie Ann. Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school .

Degree: 2011, University of South Africa

 This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning… (more)

Subjects/Keywords: Learning problems; Childhood stress; Independent school; Inclusive classroom; Stresses; Transactional model of stress; School related stress; Guidelines to relieve school related stress

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

APA (6th Edition):

Kirchner, V. A. (2011). Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5619

Chicago Manual of Style (16th Edition):

Kirchner, Valerie Ann. “Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school .” 2011. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/5619.

MLA Handbook (7th Edition):

Kirchner, Valerie Ann. “Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school .” 2011. Web. 20 May 2019.

Vancouver:

Kirchner VA. Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/5619.

Council of Science Editors:

Kirchner VA. Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5619


Duquesne University

30. Auld, Ruth. Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2006, Duquesne University

 Recent changes in legislation regarding students with disabilities have increasingly placed these children in general education classrooms, frequently with teachers who have not had adequate… (more)

Subjects/Keywords: classroom management; Gaskins Case; general education; inclusive practices; positive behavior supports

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

APA (6th Edition):

Auld, R. (2006). Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/18

Chicago Manual of Style (16th Edition):

Auld, Ruth. “Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms.” 2006. Doctoral Dissertation, Duquesne University. Accessed May 20, 2019. https://dsc.duq.edu/etd/18.

MLA Handbook (7th Edition):

Auld, Ruth. “Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms.” 2006. Web. 20 May 2019.

Vancouver:

Auld R. Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms. [Internet] [Doctoral dissertation]. Duquesne University; 2006. [cited 2019 May 20]. Available from: https://dsc.duq.edu/etd/18.

Council of Science Editors:

Auld R. Preparing Preservice Teachers to Use Positive Behavior Supports in General Education Classrooms. [Doctoral Dissertation]. Duquesne University; 2006. Available from: https://dsc.duq.edu/etd/18

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