subject:(Children with mental disabilities Education Oklahoma Oklahoma City )

University of Oklahoma

1. Reid, Ann Myrtle. An analysis of the special education program in Oklahoma City and a follow-up study of a special class.

Degree: Educat.D., Jeannine Rainbolt College of Education, 1958, University of Oklahoma

URL: http://hdl.handle.net/11244/1340

Subjects/Keywords: Children with mental disabilities Education Oklahoma Oklahoma City.; Children with disabilities Education Oklahoma Oklahoma City.; Education, General.

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APA (6^th Edition):

Reid, A. M. (1958). An analysis of the special education program in Oklahoma City and a follow-up study of a special class. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1340

Chicago Manual of Style (16^th Edition):

Reid, Ann Myrtle. “An analysis of the special education program in Oklahoma City and a follow-up study of a special class.” 1958. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/1340.

MLA Handbook (7^th Edition):

Reid, Ann Myrtle. “An analysis of the special education program in Oklahoma City and a follow-up study of a special class.” 1958. Web. 05 Mar 2021.

Vancouver:

Reid AM. An analysis of the special education program in Oklahoma City and a follow-up study of a special class. [Internet] [Doctoral dissertation]. University of Oklahoma; 1958. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/1340.

Council of Science Editors:

Reid AM. An analysis of the special education program in Oklahoma City and a follow-up study of a special class. [Doctoral Dissertation]. University of Oklahoma; 1958. Available from: http://hdl.handle.net/11244/1340

University of Oklahoma

2. Little, Karen Sopina. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.

Degree: PhD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/319321

► Self-reported data and the selective group of participants limit the generalization of the results, but provide an initial understanding of the recommended transition practices implemented… (more)

Subjects/Keywords: Teenagers with disabilities – Education – Oklahoma – Public opinion; Teenagers with disabilities – Vocational guidance – Oklahoma – Public opinion; Vocational evaluation – Oklahoma – Public opinion; High school teachers – Oklahoma – Attitudes; Public opinion – Oklah

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APA (6^th Edition):

Little, K. S. (2012). The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319321

Chicago Manual of Style (16^th Edition):

Little, Karen Sopina. “The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/319321.

MLA Handbook (7^th Edition):

Little, Karen Sopina. “The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.” 2012. Web. 05 Mar 2021.

Vancouver:

Little KS. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/319321.

Council of Science Editors:

Little KS. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319321

University of Oklahoma

3. Moaning-Norris, Tamia Deshenne. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).

Degree: EdD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/319082

► Data to inform the study were collected through OKCPS and Oklahoma City historical documents, demographic data, participant interviews, and personal introspection. Conclusively, it was found… (more)

Subjects/Keywords: De facto school segregation – Oklahoma – Oklahoma City; Segregation in education – Oklahoma – Oklahoma City

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APA (6^th Edition):

Moaning-Norris, T. D. (2013). Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319082

Chicago Manual of Style (16^th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/319082.

MLA Handbook (7^th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Web. 05 Mar 2021.

Vancouver:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/319082.

Council of Science Editors:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319082

California State University – Sacramento

4. Carney, Ruby Albertia. An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children.

Degree: MA, Education (Elementary Education, 2015, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/149776

► It was the purpose of this study: (1) to try to determine the effectiveness of an intensified perceptual approach to learning for the educable mentally… (more)

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Carney, R. A. (2015). An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/149776

Chicago Manual of Style (16^th Edition):

Carney, Ruby Albertia. “An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children.” 2015. Masters Thesis, California State University – Sacramento. Accessed March 05, 2021. http://hdl.handle.net/10211.3/149776.

MLA Handbook (7^th Edition):

Carney, Ruby Albertia. “An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children.” 2015. Web. 05 Mar 2021.

Vancouver:

Carney RA. An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/149776.

Council of Science Editors:

Carney RA. An evaluatuative study of the effectiveness of an intensified perceptual approach to learning for the primary educable mentally retarded children. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/149776

University of Oklahoma

5. Tomblin, Mary Jane. A follow up study of high school graduates.

Degree: PhD, Department of Educational Psychology, 2000, University of Oklahoma

URL: http://hdl.handle.net/11244/5952

► Recent issues in the adult adjustment of youths with mild and moderate disabilities address the new federal regulations requiring all students who have an Individualized… (more)

Subjects/Keywords: Youth with mental disabilities Oklahoma.; High school graduates Oklahoma.; Learning-disabled youth Oklahoma.; Education, Special.

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APA (6^th Edition):

Tomblin, M. J. (2000). A follow up study of high school graduates. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5952

Chicago Manual of Style (16^th Edition):

Tomblin, Mary Jane. “A follow up study of high school graduates.” 2000. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/5952.

MLA Handbook (7^th Edition):

Tomblin, Mary Jane. “A follow up study of high school graduates.” 2000. Web. 05 Mar 2021.

Vancouver:

Tomblin MJ. A follow up study of high school graduates. [Internet] [Doctoral dissertation]. University of Oklahoma; 2000. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/5952.

Council of Science Editors:

Tomblin MJ. A follow up study of high school graduates. [Doctoral Dissertation]. University of Oklahoma; 2000. Available from: http://hdl.handle.net/11244/5952

6. Morgan, Blanche Petty. The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships.

Degree: 1947, North Texas State Teachers College

URL: https://digital.library.unt.edu/ark:/67531/metadc75624/

The purpose of this investigation is to determine the incidence of retardation or non-promotion and the relationship of various characteristics of the retarded children in the fourth, fifth, and sixth grades of Sunset School. Advisors/Committee Members: Matthews, James Carl, 1901-1996, Hansen, Walter.

Subjects/Keywords: non-promotion; elementary school; academic progress; school attendance; mental maturity; personality; Children with mental disabilities – Education – Oklahoma – Healdton.

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APA (6^th Edition):

Morgan, B. P. (1947). The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc75624/

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

Chicago Manual of Style (16^th Edition):

Morgan, Blanche Petty. “The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships.” 1947. Thesis, North Texas State Teachers College. Accessed March 05, 2021. https://digital.library.unt.edu/ark:/67531/metadc75624/.

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

MLA Handbook (7^th Edition):

Morgan, Blanche Petty. “The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships.” 1947. Web. 05 Mar 2021.

Vancouver:

Morgan BP. The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships. [Internet] [Thesis]. North Texas State Teachers College; 1947. [cited 2021 Mar 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc75624/.

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

Council of Science Editors:

Morgan BP. The Incidence of Non-Promotion in the Intermediate Grades of the Elementary School and some of its Relationships. [Thesis]. North Texas State Teachers College; 1947. Available from: https://digital.library.unt.edu/ark:/67531/metadc75624/

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

University of Oklahoma

7. Woods, Michael Landon. INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION.

Degree: PhD, 2010, University of Oklahoma

URL: http://hdl.handle.net/11244/318598

► Data were statistically measured by descriptive statistics, two-tailed independent t-tests, and two-factor Analysis of Variance. Bonferroni correction was used to ensure a Type I error… (more)

Subjects/Keywords: Distance education – Oklahoma; Teenagers with disabilities – Education – Oklahoma; Distance education – Oklahoma – Public opinion; High school principals – Oklahoma – Attitudes; Teachers of children with disabilities – Oklahoma – Attitudes; Public opinion – Oklahom

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

APA (6^th Edition):

Woods, M. L. (2010). INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318598

Chicago Manual of Style (16^th Edition):

Woods, Michael Landon. “INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/318598.

MLA Handbook (7^th Edition):

Woods, Michael Landon. “INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION.” 2010. Web. 05 Mar 2021.

Vancouver:

Woods ML. INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/318598.

Council of Science Editors:

Woods ML. INVESTIGATING THE REPRESENTATION OF STUDENTS WITH DISABILITIES IN DISTANCE EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318598

University of Oklahoma

8. Chandler, Rita Gail. Transition through two models of early childhood special services.

Degree: PhD, Department of Educational Psychology, 2001, University of Oklahoma

URL: http://hdl.handle.net/11244/388

► Parents of elementary age children with disabilities were surveyed to identify information and services to them as they and their children made transitions from early… (more)

Subjects/Keywords: Parents of children with disabilities Oklahoma Attitudes.; Children with disabilities Education (Preschool) Oklahoma Public opinion.; Public opinion Oklahoma.; Education, Educational Psychology.; Children with disabilities Education (Elementary) Oklahoma Public opinion.; Education, Guidance and Counseling.; Children with disabilities Services for Oklahoma Public opinion.

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

APA (6^th Edition):

Chandler, R. G. (2001). Transition through two models of early childhood special services. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/388

Chicago Manual of Style (16^th Edition):

Chandler, Rita Gail. “Transition through two models of early childhood special services.” 2001. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/388.

MLA Handbook (7^th Edition):

Chandler, Rita Gail. “Transition through two models of early childhood special services.” 2001. Web. 05 Mar 2021.

Vancouver:

Chandler RG. Transition through two models of early childhood special services. [Internet] [Doctoral dissertation]. University of Oklahoma; 2001. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/388.

Council of Science Editors:

Chandler RG. Transition through two models of early childhood special services. [Doctoral Dissertation]. University of Oklahoma; 2001. Available from: http://hdl.handle.net/11244/388

University of Johannesburg

9. Mashigo, Refilwe Junior. Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/12748

►

M.A. (Social Work)

Lack of appropriate facilities for the mildly mentally disabled children in the black communities of the Witwatersrand was a source of concern… (more)

Subjects/Keywords: Social work with people with mental disabilities; Social work with children with disabilities; Children with mental disabilities - Education - South Africa - Witwatersrand

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

APA (6^th Edition):

Mashigo, R. J. (2014). Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12748

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

Chicago Manual of Style (16^th Edition):

Mashigo, Refilwe Junior. “Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand.” 2014. Thesis, University of Johannesburg. Accessed March 05, 2021. http://hdl.handle.net/10210/12748.

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

MLA Handbook (7^th Edition):

Mashigo, Refilwe Junior. “Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand.” 2014. Web. 05 Mar 2021.

Vancouver:

Mashigo RJ. Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10210/12748.

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

Council of Science Editors:

Mashigo RJ. Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12748

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

University of New Mexico

10. Pedersen, Mette J. EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT.

Degree: Special Education, 2012, University of New Mexico

URL: http://hdl.handle.net/1928/20862

► Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as… (more)

▼ Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult roles as partners and parents. This study examined the choices teachers make, including teaching curriculum and professional responsibility, as they approach their professional duties in educating their students with ID for life beyond the classroom. Teachers were asked to share their expectations of themselves in preparing their students and their anticipation of their students adult lives once they leave the school system. Analysis of qualitative data gathered through both recorded individual interviews and focus groups revealed three major domains in which the data clustered including: (a) boundaries; (b) dangers and threats; and (c) responsibility for change. Themes within each domain also emerged to reveal concerns among the teachers for their students' safety, preparation for adult roles, tension with parents, and lack of school leadership. While this research focused on expectations and anticipations of middle and high school teachers in preparing their students for adult roles, including those of partner and parent, it revealed the need for attention to many aspects of the implementation of an educational program, including utilization of the IEP for individual educational planning and actualization of IDEA as tools to ensure students receive an appropriate education that prepares them for future roles in an inclusive society. Teachers struggled to exercise personal agency and action in making changes and seemed to be unsafe in exploring that possibility within the culture of the school and larger educational systems in which they worked. Advisors/Committee Members: Luckasson, Ruth, Scherba de Valenzuela, Julia, Trinidad Galván, Ruth, Copeland, Susan.

Subjects/Keywords: Special education teachers – Attitudes; Children with mental disabilities – Education (Secondary); Youth with mental disabilities – Marriage

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APA (6^th Edition):

Pedersen, M. J. (2012). EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20862

Chicago Manual of Style (16^th Edition):

Pedersen, Mette J. “EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT.” 2012. Doctoral Dissertation, University of New Mexico. Accessed March 05, 2021. http://hdl.handle.net/1928/20862.

MLA Handbook (7^th Edition):

Pedersen, Mette J. “EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT.” 2012. Web. 05 Mar 2021.

Vancouver:

Pedersen MJ. EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1928/20862.

Council of Science Editors:

Pedersen MJ. EXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENT. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20862

Rutgers University

11. Sarmiento, Eric, 1974-. The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility.

Degree: PhD, Geography, 2015, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/47576/

►

This dissertation examines the relationship between alternative food initiatives and urban processes through a case study of the statewide local food movement in Oklahoma and… (more)

Subjects/Keywords: Local foods; Urban renewal – Oklahoma – Oklahoma City

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APA (6^th Edition):

Sarmiento, Eric, 1. (2015). The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47576/

Chicago Manual of Style (16^th Edition):

Sarmiento, Eric, 1974-. “The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility.” 2015. Doctoral Dissertation, Rutgers University. Accessed March 05, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/47576/.

MLA Handbook (7^th Edition):

Sarmiento, Eric, 1974-. “The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility.” 2015. Web. 05 Mar 2021.

Vancouver:

Sarmiento, Eric 1. The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2021 Mar 05]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47576/.

Council of Science Editors:

Sarmiento, Eric 1. The local food movement and urban redevelopment in Oklahoma City: territory, power, and possibility. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47576/

University of Oklahoma

12. Ludwig, Sandra Kay. A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students.

Degree: PhD, Department of Educational Psychology, 2002, University of Oklahoma

URL: http://hdl.handle.net/11244/496

► The purpose of this study was two-fold (a) to perform a first time records review and data analysis and (b) to create a comprehensive view… (more)

Subjects/Keywords: University of Oklahoma Students.; University of Oklahoma. Office of Disability Services.; College students with disabilities Oklahoma Norman.; Education, Special.

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APA (6^th Edition):

Ludwig, S. K. (2002). A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/496

Chicago Manual of Style (16^th Edition):

Ludwig, Sandra Kay. “A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students.” 2002. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/496.

MLA Handbook (7^th Edition):

Ludwig, Sandra Kay. “A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students.” 2002. Web. 05 Mar 2021.

Vancouver:

Ludwig SK. A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2002. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/496.

Council of Science Editors:

Ludwig SK. A ten-year data analysis from the Office of Disability Services at a four-year college of more than 20,000 students. [Doctoral Dissertation]. University of Oklahoma; 2002. Available from: http://hdl.handle.net/11244/496

University of Johannesburg

13. Du Toit, Zelda-Marí. Begeleiding aan ouers van kinders met Aspergersindroom.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7689

►

M.Ed.

A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV… (more)

▼

M.Ed.

A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV and accompanying redefining of Asperger syndrome brought about an increase in diagnosing as well as a greater awareness of this syndrome. The most important characteristic of Asperger syndrome is the serious and continuous effect it has on the child's social interaction. This syndrome affects the whole functioning of the child and these children demand much more of their educators. There is, however, no clarity concerning the specific problems the parents of children with Aspergersyndrome encounter and educational psychologists are not sure to what extent the parents of these children are in need of guidance in the handling of their children's educational and developmental problems. Because of the above-mentioned uncertainties the following research questions are asked: How do parents of children with Asperger syndrome experience their children's dysfunctional social dynamics? What guidelines can be given to the educational psychologist when advising parents on how to handle their children with Asperger syndrome? By means of a literary study the educational situation of the child with Asperger syndrome is explored first. The diagnosing, typical symptoms and associated characteristics of these children, educational involvement with these children and parental guidance from an educational psychological perspective, is mentioned. The research done in this study is qualitative, exploratory, descriptive and contextual and aims to bring about insight and understanding in the experience and needs of parents with children who have Asperger syndrome. The research method used, was the interviewing of parents of children with Asperger syndrome and the data received was analysed by means of an inductive and descriptive method of analysis. Four themes were determined: (1) the parents' experience of the social disfunction of their children with Asperger syndrome, (2) the influence that a child with Asperger syndrome has on relationships inside and outside the nuclear family, (3) the more complicated and demanding educational involvement of a parent of a child with Asperger syndrome and (4) the need for and realization of parental support and guidance of parents of children with Asperger syndrome. A number of guidelines, based on the themes identified by the analysis of the data have been developed for educational psychologists in their guidance of these parents. To conclude - research has indicated that the educational psychologist guiding the parents of children with Asperger syndrome ought to, have the necessary therapeutic skills, be a knowledgable specialist in the field of Asperger syndrome (and pervasive developmental disorders), be objective and professional and have the required knowledge and skills concerning teacher-guidance and group-leadership. It has also been established that parents of children with Asperger syndrome don't always have the…

Subjects/Keywords: Asperger's syndrome.; Children with mental disabilities - Rehabilitation.; Children with mental disabilities - Education.; Parent-child interaction therapy.

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

APA (6^th Edition):

Du Toit, Z. (2012). Begeleiding aan ouers van kinders met Aspergersindroom. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7689

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

Chicago Manual of Style (16^th Edition):

Du Toit, Zelda-Marí. “Begeleiding aan ouers van kinders met Aspergersindroom.” 2012. Thesis, University of Johannesburg. Accessed March 05, 2021. http://hdl.handle.net/10210/7689.

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

MLA Handbook (7^th Edition):

Du Toit, Zelda-Marí. “Begeleiding aan ouers van kinders met Aspergersindroom.” 2012. Web. 05 Mar 2021.

Vancouver:

Du Toit Z. Begeleiding aan ouers van kinders met Aspergersindroom. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10210/7689.

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

Council of Science Editors:

Du Toit Z. Begeleiding aan ouers van kinders met Aspergersindroom. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7689

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

Michigan State University

14. Mintzes, Barry. A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks.

Degree: PhD, Department of Counseling, Personnel Services and Educational Psychology, College of Education, 1970, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:36615

Subjects/Keywords: Children with mental disabilities; Children with mental disabilities – Education

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APA (6^th Edition):

Mintzes, B. (1970). A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:36615

Chicago Manual of Style (16^th Edition):

Mintzes, Barry. “A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks.” 1970. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:36615.

MLA Handbook (7^th Edition):

Mintzes, Barry. “A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks.” 1970. Web. 05 Mar 2021.

Vancouver:

Mintzes B. A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks. [Internet] [Doctoral dissertation]. Michigan State University; 1970. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:36615.

Council of Science Editors:

Mintzes B. A comparison of institutionalized and non-institutionalized mentally retarded children and intellectually normal children on incidental and intentional learning tasks. [Doctoral Dissertation]. Michigan State University; 1970. Available from: http://etd.lib.msu.edu/islandora/object/etd:36615

Indiana State University

15. Nipple, Charles Alfred. Devising and initiating a program with adolescent mentally retarded .

Degree: Indiana State University

URL: http://hdl.handle.net/10484/7919

Subjects/Keywords: Children with mental disabilities – Education.

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APA (6^th Edition):

Nipple, C. A. (n.d.). Devising and initiating a program with adolescent mentally retarded . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/7919

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nipple, Charles Alfred. “Devising and initiating a program with adolescent mentally retarded .” Thesis, Indiana State University. Accessed March 05, 2021. http://hdl.handle.net/10484/7919.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nipple, Charles Alfred. “Devising and initiating a program with adolescent mentally retarded .” Web. 05 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Nipple CA. Devising and initiating a program with adolescent mentally retarded . [Internet] [Thesis]. Indiana State University; [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10484/7919.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Nipple CA. Devising and initiating a program with adolescent mentally retarded . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/7919

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

California State University – East Bay

16. Healy, Barry Martin. Criteria for the Reevaluation Screening of Educable Mentally Retarded Students.

Degree: 1971, California State University – East Bay

URL: http://hdl.handle.net/10211.3/163420

► This study was concerned with determining whether personality variables as defined and measured by the Children's Personality Questionnaire were better able to predict classroom success… (more)

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Healy, B. M. (1971). Criteria for the Reevaluation Screening of Educable Mentally Retarded Students. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/163420

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

Chicago Manual of Style (16^th Edition):

Healy, Barry Martin. “Criteria for the Reevaluation Screening of Educable Mentally Retarded Students.” 1971. Thesis, California State University – East Bay. Accessed March 05, 2021. http://hdl.handle.net/10211.3/163420.

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

MLA Handbook (7^th Edition):

Healy, Barry Martin. “Criteria for the Reevaluation Screening of Educable Mentally Retarded Students.” 1971. Web. 05 Mar 2021.

Vancouver:

Healy BM. Criteria for the Reevaluation Screening of Educable Mentally Retarded Students. [Internet] [Thesis]. California State University – East Bay; 1971. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/163420.

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

Council of Science Editors:

Healy BM. Criteria for the Reevaluation Screening of Educable Mentally Retarded Students. [Thesis]. California State University – East Bay; 1971. Available from: http://hdl.handle.net/10211.3/163420

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

Michigan State University

17. Rice, William Eugene. A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded.

Degree: EdD, Department of Counseling, Personnel Services, and Educational Psychology, 1967, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:41525

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Rice, W. E. (1967). A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41525

Chicago Manual of Style (16^th Edition):

Rice, William Eugene. “A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded.” 1967. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:41525.

MLA Handbook (7^th Edition):

Rice, William Eugene. “A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded.” 1967. Web. 05 Mar 2021.

Vancouver:

Rice WE. A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded. [Internet] [Doctoral dissertation]. Michigan State University; 1967. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:41525.

Council of Science Editors:

Rice WE. A study of the effects of a specific educational therapy on language development, visual perception development, intellectual functioning and academic ability of children classified as educable mentally retarded. [Doctoral Dissertation]. Michigan State University; 1967. Available from: http://etd.lib.msu.edu/islandora/object/etd:41525

Michigan State University

18. Vogel, Paul Glenn, 1939-. The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children.

Degree: PhD, Department of Health, Physical Education and Recreation, 1974, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:44777

Subjects/Keywords: Children with mental disabilities – Education

Record Details Similar Records Cite « Share

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APA (6^th Edition):

Vogel, Paul Glenn, 1. (1974). The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44777

Chicago Manual of Style (16^th Edition):

Vogel, Paul Glenn, 1939-. “The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children.” 1974. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:44777.

MLA Handbook (7^th Edition):

Vogel, Paul Glenn, 1939-. “The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children.” 1974. Web. 05 Mar 2021.

Vancouver:

Vogel, Paul Glenn 1. The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children. [Internet] [Doctoral dissertation]. Michigan State University; 1974. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44777.

Council of Science Editors:

Vogel, Paul Glenn 1. The effect of teacher type and instructional time on the achievement of selected fundamental motor skills by elementary age trainable mentally retarded children. [Doctoral Dissertation]. Michigan State University; 1974. Available from: http://etd.lib.msu.edu/islandora/object/etd:44777

Michigan State University

19. Towne, Richard C. Social psychological change associated with special class placement for educable mentally retarded students.

Degree: PhD, College of Education, Department of Elementary and Special Education, 1966, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:35198

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Towne, R. C. (1966). Social psychological change associated with special class placement for educable mentally retarded students. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:35198

Chicago Manual of Style (16^th Edition):

Towne, Richard C. “Social psychological change associated with special class placement for educable mentally retarded students.” 1966. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:35198.

MLA Handbook (7^th Edition):

Towne, Richard C. “Social psychological change associated with special class placement for educable mentally retarded students.” 1966. Web. 05 Mar 2021.

Vancouver:

Towne RC. Social psychological change associated with special class placement for educable mentally retarded students. [Internet] [Doctoral dissertation]. Michigan State University; 1966. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:35198.

Council of Science Editors:

Towne RC. Social psychological change associated with special class placement for educable mentally retarded students. [Doctoral Dissertation]. Michigan State University; 1966. Available from: http://etd.lib.msu.edu/islandora/object/etd:35198

Michigan State University

20. Zumberg, Marshall F., 1945-. The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session.

Degree: PhD, 1976, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:46139

Subjects/Keywords: Children with mental disabilities – Education

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Zumberg, Marshall F., 1. (1976). The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:46139

Chicago Manual of Style (16^th Edition):

Zumberg, Marshall F., 1945-. “The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session.” 1976. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:46139.

MLA Handbook (7^th Edition):

Zumberg, Marshall F., 1945-. “The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session.” 1976. Web. 05 Mar 2021.

Vancouver:

Zumberg, Marshall F. 1. The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session. [Internet] [Doctoral dissertation]. Michigan State University; 1976. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:46139.

Council of Science Editors:

Zumberg, Marshall F. 1. The effect of tangible and social contingencies on the performance of severely mentally retarded in an assessment session. [Doctoral Dissertation]. Michigan State University; 1976. Available from: http://etd.lib.msu.edu/islandora/object/etd:46139

Michigan State University

21. Wisenberg, Sue Ann, 1938-. Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates.

Degree: PhD, Department of Educational Psychology, 1970, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:41112

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Wisenberg, Sue Ann, 1. (1970). Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41112

Chicago Manual of Style (16^th Edition):

Wisenberg, Sue Ann, 1938-. “Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates.” 1970. Doctoral Dissertation, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:41112.

MLA Handbook (7^th Edition):

Wisenberg, Sue Ann, 1938-. “Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates.” 1970. Web. 05 Mar 2021.

Vancouver:

Wisenberg, Sue Ann 1. Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates. [Internet] [Doctoral dissertation]. Michigan State University; 1970. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:41112.

Council of Science Editors:

Wisenberg, Sue Ann 1. Initial and delayed retention of relevant and incidental information from a prose passage presented aurally to trainable mental retardates. [Doctoral Dissertation]. Michigan State University; 1970. Available from: http://etd.lib.msu.edu/islandora/object/etd:41112

Montana State University

22. Anderson, Vesta B. A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana.

Degree: M Ed, Education., 1962, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10307

Subjects/Keywords: Children with mental disabilities.; Education.

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APA (6^th Edition):

Anderson, V. B. (1962). A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10307

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

Chicago Manual of Style (16^th Edition):

Anderson, Vesta B. “A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana.” 1962. Thesis, Montana State University. Accessed March 05, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10307.

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

MLA Handbook (7^th Edition):

Anderson, Vesta B. “A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana.” 1962. Web. 05 Mar 2021.

Vancouver:

Anderson VB. A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana. [Internet] [Thesis]. Montana State University; 1962. [cited 2021 Mar 05]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10307.

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

Council of Science Editors:

Anderson VB. A study of the special education program for the educable mentally retarded, with specific recommendations for the program in Montana. [Thesis]. Montana State University; 1962. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10307

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

University of Arizona

23. Beals, Mark Graydon, 1926-. THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE .

Degree: 1968, University of Arizona

URL: http://hdl.handle.net/10150/285016

Subjects/Keywords: Children with mental disabilities – Education.

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APA (6^th Edition):

Beals, Mark Graydon, 1. (1968). THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/285016

Chicago Manual of Style (16^th Edition):

Beals, Mark Graydon, 1926-. “THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE .” 1968. Doctoral Dissertation, University of Arizona. Accessed March 05, 2021. http://hdl.handle.net/10150/285016.

MLA Handbook (7^th Edition):

Beals, Mark Graydon, 1926-. “THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE .” 1968. Web. 05 Mar 2021.

Vancouver:

Beals, Mark Graydon 1. THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE . [Internet] [Doctoral dissertation]. University of Arizona; 1968. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10150/285016.

Council of Science Editors:

Beals, Mark Graydon 1. THE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCE . [Doctoral Dissertation]. University of Arizona; 1968. Available from: http://hdl.handle.net/10150/285016

California State University – Sacramento

24. Ferreira, Joseph Roy. A study of some factors affecting the attitudes of mentally retarded children toward special education.

Degree: MA, Psychology, 2017, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/194209

Part of a retrospective digitization project. Advisors/Committee Members: Winans, James Merritt, 1912-.

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Ferreira, J. R. (2017). A study of some factors affecting the attitudes of mentally retarded children toward special education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194209

Chicago Manual of Style (16^th Edition):

Ferreira, Joseph Roy. “A study of some factors affecting the attitudes of mentally retarded children toward special education.” 2017. Masters Thesis, California State University – Sacramento. Accessed March 05, 2021. http://hdl.handle.net/10211.3/194209.

MLA Handbook (7^th Edition):

Ferreira, Joseph Roy. “A study of some factors affecting the attitudes of mentally retarded children toward special education.” 2017. Web. 05 Mar 2021.

Vancouver:

Ferreira JR. A study of some factors affecting the attitudes of mentally retarded children toward special education. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/194209.

Council of Science Editors:

Ferreira JR. A study of some factors affecting the attitudes of mentally retarded children toward special education. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/194209

Kansas State University

25. Hunter, Ruby L. F. A study of the vocational preparation of mentally retarded children.

Degree: 1973, Kansas State University

URL: http://hdl.handle.net/2097/8234

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Hunter, R. L. F. (1973). A study of the vocational preparation of mentally retarded children. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8234

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

Chicago Manual of Style (16^th Edition):

Hunter, Ruby L F. “A study of the vocational preparation of mentally retarded children.” 1973. Thesis, Kansas State University. Accessed March 05, 2021. http://hdl.handle.net/2097/8234.

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

MLA Handbook (7^th Edition):

Hunter, Ruby L F. “A study of the vocational preparation of mentally retarded children.” 1973. Web. 05 Mar 2021.

Vancouver:

Hunter RLF. A study of the vocational preparation of mentally retarded children. [Internet] [Thesis]. Kansas State University; 1973. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2097/8234.

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

Council of Science Editors:

Hunter RLF. A study of the vocational preparation of mentally retarded children. [Thesis]. Kansas State University; 1973. Available from: http://hdl.handle.net/2097/8234

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

University of British Columbia

26. Slater, Mabel Marie. Recording playroom activities of young handicapped children.

Degree: MA- MA, Education, 1965, University of British Columbia

URL: http://hdl.handle.net/2429/38529

► This study was concerned with the recording of observations of preschool activities of young handicapped children. Statement of problem: Is it possible to develop a… (more)

▼ This study was concerned with the recording of observations of preschool activities of young handicapped children. Statement of problem: Is it possible to develop a useful, concise and comprehensive recording instrument that can be used in making observations of the growth and development of young children in preschool settings at special education centres? A record form was developed with a five point rating scale for a checklist of twenty-one items with some anecdotal information. This recording instrument was used by teachers in four preschool special education settings to assess the growth and development of the young child over a period of time. The material was evaluated in terms of: a) Adequacy for description of the child and his development. b) Adequacy for evaluation of and planning for the programme. c) Opinions of preschool teachers and other professional people. d) Quantitative information provided by the records were studied by means of profiles. The results showed that the time limitations imposed on most teachers of young handicapped children would make it impossible for them to complete the extensive records developed in earlier studies. A recording instrument with as few as twenty-one items could be used to provide an adequate description of a young handicapped child. Two consecutive periodic assessments showed development. Programme planning and evaluation was facilitated by using the record form to note areas of strength and weakness. Averages of group ratings showed characteristics of specific handicaps. Although a recording instrument developed in one centre may not be used adequately without adaptation in another centre, the kind of record used in this study would be useful. The record used in this study was divided into specific areas of developmental growth i.e. communication, social participation, imaginative and creative expression. Items significant to the specific handicaps could then be selected. The five point rating scale could be applied to all items. By utilizing basic elements such as these a useful, concise and comprehensive system of recording that contains a great deal of flexibility could be developed. The contribution made by the preschool in the field of special education cannot be measured and evaluated until those people working in this area realize the importance of recording their observations of the growth and development of the children with whom they work.

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

Slater, M. M. (1965). Recording playroom activities of young handicapped children. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/38529

Chicago Manual of Style (16^th Edition):

Slater, Mabel Marie. “Recording playroom activities of young handicapped children.” 1965. Masters Thesis, University of British Columbia. Accessed March 05, 2021. http://hdl.handle.net/2429/38529.

MLA Handbook (7^th Edition):

Slater, Mabel Marie. “Recording playroom activities of young handicapped children.” 1965. Web. 05 Mar 2021.

Vancouver:

Slater MM. Recording playroom activities of young handicapped children. [Internet] [Masters thesis]. University of British Columbia; 1965. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2429/38529.

Council of Science Editors:

Slater MM. Recording playroom activities of young handicapped children. [Masters Thesis]. University of British Columbia; 1965. Available from: http://hdl.handle.net/2429/38529

Michigan State University

27. James, Bart Mulford, 1920-. An investigation of the dull-normal child's adjustment to school.

Degree: 1958, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:10048

Thesis Ph. D.) – Michigan State University of Agriculture and Applied Science. Dept. of Administration and Educational Services, 1958

Subjects/Keywords: Children with mental disabilities – Education

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APA (6^th Edition):

James, Bart Mulford, 1. (1958). An investigation of the dull-normal child's adjustment to school. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:10048

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

Chicago Manual of Style (16^th Edition):

James, Bart Mulford, 1920-. “An investigation of the dull-normal child's adjustment to school.” 1958. Thesis, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:10048.

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

MLA Handbook (7^th Edition):

James, Bart Mulford, 1920-. “An investigation of the dull-normal child's adjustment to school.” 1958. Web. 05 Mar 2021.

Vancouver:

James, Bart Mulford 1. An investigation of the dull-normal child's adjustment to school. [Internet] [Thesis]. Michigan State University; 1958. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:10048.

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

Council of Science Editors:

James, Bart Mulford 1. An investigation of the dull-normal child's adjustment to school. [Thesis]. Michigan State University; 1958. Available from: http://etd.lib.msu.edu/islandora/object/etd:10048

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

The Ohio State University

28. Meece, Henry Crocket. Comparative effects of two classroom environments on performance of trainable mentally retarded.

Degree: PhD, Graduate School, 1974, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537208

Subjects/Keywords: Education; Children with mental disabilities

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Meece, H. C. (1974). Comparative effects of two classroom environments on performance of trainable mentally retarded. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537208

Chicago Manual of Style (16^th Edition):

Meece, Henry Crocket. “Comparative effects of two classroom environments on performance of trainable mentally retarded.” 1974. Doctoral Dissertation, The Ohio State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537208.

MLA Handbook (7^th Edition):

Meece, Henry Crocket. “Comparative effects of two classroom environments on performance of trainable mentally retarded.” 1974. Web. 05 Mar 2021.

Vancouver:

Meece HC. Comparative effects of two classroom environments on performance of trainable mentally retarded. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537208.

Council of Science Editors:

Meece HC. Comparative effects of two classroom environments on performance of trainable mentally retarded. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537208

The Ohio State University

29. Lafferty, Roscoe B. A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes.

Degree: PhD, Graduate School, 1975, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486987356710671

Subjects/Keywords: Education; Children with mental disabilities

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Lafferty, R. B. (1975). A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486987356710671

Chicago Manual of Style (16^th Edition):

Lafferty, Roscoe B. “A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes.” 1975. Doctoral Dissertation, The Ohio State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486987356710671.

MLA Handbook (7^th Edition):

Lafferty, Roscoe B. “A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes.” 1975. Web. 05 Mar 2021.

Vancouver:

Lafferty RB. A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486987356710671.

Council of Science Editors:

Lafferty RB. A comparative study of post-school adjustment in educable mentally retarded graduates from segregated special schools and integrated special classes. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486987356710671

The Ohio State University

30. Soforenko, Albert Zelig. Admittees to institutional and community class programs for the severely mentally retarded in Ohio.

Degree: PhD, Graduate School, 1964, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486566908024017

Subjects/Keywords: Education; Children with mental disabilities

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Soforenko, A. Z. (1964). Admittees to institutional and community class programs for the severely mentally retarded in Ohio. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486566908024017

Chicago Manual of Style (16^th Edition):

Soforenko, Albert Zelig. “Admittees to institutional and community class programs for the severely mentally retarded in Ohio.” 1964. Doctoral Dissertation, The Ohio State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486566908024017.

MLA Handbook (7^th Edition):

Soforenko, Albert Zelig. “Admittees to institutional and community class programs for the severely mentally retarded in Ohio.” 1964. Web. 05 Mar 2021.

Vancouver:

Soforenko AZ. Admittees to institutional and community class programs for the severely mentally retarded in Ohio. [Internet] [Doctoral dissertation]. The Ohio State University; 1964. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486566908024017.

Council of Science Editors:

Soforenko AZ. Admittees to institutional and community class programs for the severely mentally retarded in Ohio. [Doctoral Dissertation]. The Ohio State University; 1964. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486566908024017

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Open Access Theses and Dissertations