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You searched for subject:(Disability AND Equity in Education). Showing records 1 – 30 of 440 total matches.

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University of Colorado

1. Moore, Brooke Anne. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.

Degree: PhD, Education, 2013, University of Colorado

  The conceptualization of normal in schools is problematic. It mediates perceptions about ability, achievement and behavior. Normal implies a hierarchy, naturalizing the idea that… (more)

Subjects/Keywords: Disability Studies; Diversity; Equity; Disability and Equity in Education; Humane Education

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APA (6th Edition):

Moore, B. A. (2013). Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/engl_gradetds/48

Chicago Manual of Style (16th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Doctoral Dissertation, University of Colorado. Accessed January 21, 2019. http://scholar.colorado.edu/engl_gradetds/48.

MLA Handbook (7th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Web. 21 Jan 2019.

Vancouver:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Jan 21]. Available from: http://scholar.colorado.edu/engl_gradetds/48.

Council of Science Editors:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/engl_gradetds/48

2. Coke, Lileth Althea. Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference.

Degree: PhD, Curriculum and Instruction PhD, 2013, Andrews University

  Purpose of the Study. Support programs have been known to be very effective in helping students succeed academically, socially, behaviorally, and emotionally. The purpose… (more)

Subjects/Keywords: Disability and Equity in Education; Education; Elementary Education and Teaching

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APA (6th Edition):

Coke, L. A. (2013). Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/292

Chicago Manual of Style (16th Edition):

Coke, Lileth Althea. “Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference.” 2013. Doctoral Dissertation, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/292.

MLA Handbook (7th Edition):

Coke, Lileth Althea. “Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference.” 2013. Web. 21 Jan 2019.

Vancouver:

Coke LA. Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference. [Internet] [Doctoral dissertation]. Andrews University; 2013. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/292.

Council of Science Editors:

Coke LA. Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference. [Doctoral Dissertation]. Andrews University; 2013. Available from: https://digitalcommons.andrews.edu/dissertations/292


East Tennessee State University

3. Tilson, Linda Karen. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  This study examined general education teachers who have taught students with disabilities and their perceived knowledge of special education law, processes, and procedures. Results… (more)

Subjects/Keywords: special education; law; processes; procedures; Disability and Equity in Education; Education

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APA (6th Edition):

Tilson, L. K. (2011). A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1344

Chicago Manual of Style (16th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2019. https://dc.etsu.edu/etd/1344.

MLA Handbook (7th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Web. 21 Jan 2019.

Vancouver:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Jan 21]. Available from: https://dc.etsu.edu/etd/1344.

Council of Science Editors:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1344


Utah State University

4. Meibos, Alex R. Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes.

Degree: PhD, Special Education and Rehabilitation, 2018, Utah State University

  The purpose of this study was to identify counseling competencies considered important for audiologists to possess to provide effective counseling in practice.To achieve this,… (more)

Subjects/Keywords: Counseling; Audiology; Clinincal Education; Delphi; Disability and Equity in Education

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APA (6th Edition):

Meibos, A. R. (2018). Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7087

Chicago Manual of Style (16th Edition):

Meibos, Alex R. “Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes.” 2018. Doctoral Dissertation, Utah State University. Accessed January 21, 2019. https://digitalcommons.usu.edu/etd/7087.

MLA Handbook (7th Edition):

Meibos, Alex R. “Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes.” 2018. Web. 21 Jan 2019.

Vancouver:

Meibos AR. Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.usu.edu/etd/7087.

Council of Science Editors:

Meibos AR. Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7087


Utah State University

5. Bowe, Melissa. The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training.

Degree: MS, Special Education and Rehabilitation, 2017, Utah State University

  Employees in the field of human services can influence the health and rate of progress of the clients they serve. A human service supervisor’s… (more)

Subjects/Keywords: Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Bowe, M. (2017). The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5781

Chicago Manual of Style (16th Edition):

Bowe, Melissa. “The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training.” 2017. Masters Thesis, Utah State University. Accessed January 21, 2019. https://digitalcommons.usu.edu/etd/5781.

MLA Handbook (7th Edition):

Bowe, Melissa. “The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training.” 2017. Web. 21 Jan 2019.

Vancouver:

Bowe M. The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training. [Internet] [Masters thesis]. Utah State University; 2017. [cited 2019 Jan 21]. Available from: https://digitalcommons.usu.edu/etd/5781.

Council of Science Editors:

Bowe M. The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training. [Masters Thesis]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5781


Utah State University

6. Pavithran, Sachin D. Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision.

Degree: PhD, Special Education and Rehabilitation, 2017, Utah State University

  The availability of online college and university courses have continued to grow, offering opportunities for education to students that may find attending in a… (more)

Subjects/Keywords: Accessibility; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Pavithran, S. D. (2017). Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5890

Chicago Manual of Style (16th Edition):

Pavithran, Sachin D. “Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision.” 2017. Doctoral Dissertation, Utah State University. Accessed January 21, 2019. https://digitalcommons.usu.edu/etd/5890.

MLA Handbook (7th Edition):

Pavithran, Sachin D. “Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision.” 2017. Web. 21 Jan 2019.

Vancouver:

Pavithran SD. Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2019 Jan 21]. Available from: https://digitalcommons.usu.edu/etd/5890.

Council of Science Editors:

Pavithran SD. Expert Consensus On Barriers to College and University Online Education for Students with Blindness and Low Vision. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5890


University of Western Ontario

7. Cleversey, Kyle. Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives.

Degree: 2016, University of Western Ontario

 The purpose of this study was to identify caregivers’ needs in helping youth with Fetal Alcohol Spectrum Disorder (FASD) succeed in school, and services that… (more)

Subjects/Keywords: FASD; education; caregivers; youth; needs; services; Disability and Equity in Education

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APA (6th Edition):

Cleversey, K. (2016). Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3506

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):

Cleversey, Kyle. “Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives.” 2016. Thesis, University of Western Ontario. Accessed January 21, 2019. https://ir.lib.uwo.ca/etd/3506.

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

MLA Handbook (7th Edition):

Cleversey, Kyle. “Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives.” 2016. Web. 21 Jan 2019.

Vancouver:

Cleversey K. Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Jan 21]. Available from: https://ir.lib.uwo.ca/etd/3506.

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

Council of Science Editors:

Cleversey K. Fetal Alcohol Spectrum Disorder and Youth Education: Caregiver Perspectives. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3506

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


Eastern Michigan University

8. Nichols, Cristal. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.

Degree: PhD, Teacher Education, 2016, Eastern Michigan University

  This qualitative dissertation study explored the construct of academic optimism and its manifestation in the schooling lives of low-income, African American females who have… (more)

Subjects/Keywords: Disability and Equity in Education; Education; Educational Leadership

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APA (6th Edition):

Nichols, C. (2016). Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/681

Chicago Manual of Style (16th Edition):

Nichols, Cristal. “Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed January 21, 2019. http://commons.emich.edu/theses/681.

MLA Handbook (7th Edition):

Nichols, Cristal. “Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.” 2016. Web. 21 Jan 2019.

Vancouver:

Nichols C. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2019 Jan 21]. Available from: http://commons.emich.edu/theses/681.

Council of Science Editors:

Nichols C. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: http://commons.emich.edu/theses/681


University of Central Florida

9. Jester, Lisa. An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.

Degree: 2016, University of Central Florida

 Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities… (more)

Subjects/Keywords: Accessibility; Disability and Equity in Education; Higher Education

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APA (6th Edition):

Jester, L. (2016). An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5181

Chicago Manual of Style (16th Edition):

Jester, Lisa. “An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.” 2016. Doctoral Dissertation, University of Central Florida. Accessed January 21, 2019. http://stars.library.ucf.edu/etd/5181.

MLA Handbook (7th Edition):

Jester, Lisa. “An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.” 2016. Web. 21 Jan 2019.

Vancouver:

Jester L. An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2019 Jan 21]. Available from: http://stars.library.ucf.edu/etd/5181.

Council of Science Editors:

Jester L. An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: http://stars.library.ucf.edu/etd/5181

10. Hazen, Martha A. Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?.

Degree: 2012, Buffalo State College

 The central question of the thesis “Is classroom management possible for disabled teachers with or without accommodation?” is addressed through a review of the literature,… (more)

Subjects/Keywords: education; disability; music; visually-impaired; classroom management; Disability and Equity in Education

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APA (6th Edition):

Hazen, M. A. (2012). Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?. (Thesis). Buffalo State College. Retrieved from http://digitalcommons.buffalostate.edu/multistudies_theses/4

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):

Hazen, Martha A. “Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?.” 2012. Thesis, Buffalo State College. Accessed January 21, 2019. http://digitalcommons.buffalostate.edu/multistudies_theses/4.

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

MLA Handbook (7th Edition):

Hazen, Martha A. “Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?.” 2012. Web. 21 Jan 2019.

Vancouver:

Hazen MA. Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?. [Internet] [Thesis]. Buffalo State College; 2012. [cited 2019 Jan 21]. Available from: http://digitalcommons.buffalostate.edu/multistudies_theses/4.

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

Council of Science Editors:

Hazen MA. Is Classroom Management Possible for Disabled Teachers, with or Without Accommodation?. [Thesis]. Buffalo State College; 2012. Available from: http://digitalcommons.buffalostate.edu/multistudies_theses/4

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


Eastern Illinois University

11. Burman, Gretchen. Learning Disabilities: The Definitional Dilemma.

Degree: Specialist in School Psychology, Psychology, 1998, Eastern Illinois University

  As professionals in the fields of education and psychology, we often focus on the children who are having difficulty learning in and adjusting to… (more)

Subjects/Keywords: Disability and Equity in Education

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APA (6th Edition):

Burman, G. (1998). Learning Disabilities: The Definitional Dilemma. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1753

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):

Burman, Gretchen. “Learning Disabilities: The Definitional Dilemma.” 1998. Thesis, Eastern Illinois University. Accessed January 21, 2019. http://thekeep.eiu.edu/theses/1753.

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

MLA Handbook (7th Edition):

Burman, Gretchen. “Learning Disabilities: The Definitional Dilemma.” 1998. Web. 21 Jan 2019.

Vancouver:

Burman G. Learning Disabilities: The Definitional Dilemma. [Internet] [Thesis]. Eastern Illinois University; 1998. [cited 2019 Jan 21]. Available from: http://thekeep.eiu.edu/theses/1753.

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

Council of Science Editors:

Burman G. Learning Disabilities: The Definitional Dilemma. [Thesis]. Eastern Illinois University; 1998. Available from: http://thekeep.eiu.edu/theses/1753

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


Utah State University

12. Pellegrino, Azure J. Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules.

Degree: PhD, Special Education and Rehabilitation, 2018, Utah State University

  Young children with Autism Spectrum Disorder (ASD) demonstrate behavioral deficits and excesses that can adversely affect their play skills. Teaching children with ASD to… (more)

Subjects/Keywords: Autism; Play; Activity Schedules; Scripts; Peer; Disability and Equity in Education

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APA (6th Edition):

Pellegrino, A. J. (2018). Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7258

Chicago Manual of Style (16th Edition):

Pellegrino, Azure J. “Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules.” 2018. Doctoral Dissertation, Utah State University. Accessed January 21, 2019. https://digitalcommons.usu.edu/etd/7258.

MLA Handbook (7th Edition):

Pellegrino, Azure J. “Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules.” 2018. Web. 21 Jan 2019.

Vancouver:

Pellegrino AJ. Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.usu.edu/etd/7258.

Council of Science Editors:

Pellegrino AJ. Promoting Sociodramatic Play Between Children with Autism and Their Typically Developing Peers Using Activity Schedules. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7258


Utah State University

13. Taylor, Nicole. Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism.

Degree: MS, Special Education and Rehabilitation, 2018, Utah State University

  Some children with autism spectrum disorder (ASD) struggle to perform a series of academic tasks, like academic worksheets, independently. Photographic activity schedules are one… (more)

Subjects/Keywords: Activity Schedules; Autism; Inclusion; Academic; Disability and Equity in Education

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APA (6th Edition):

Taylor, N. (2018). Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7317

Chicago Manual of Style (16th Edition):

Taylor, Nicole. “Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism.” 2018. Masters Thesis, Utah State University. Accessed January 21, 2019. https://digitalcommons.usu.edu/etd/7317.

MLA Handbook (7th Edition):

Taylor, Nicole. “Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism.” 2018. Web. 21 Jan 2019.

Vancouver:

Taylor N. Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism. [Internet] [Masters thesis]. Utah State University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.usu.edu/etd/7317.

Council of Science Editors:

Taylor N. Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism. [Masters Thesis]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7317


University of Western Ontario

14. Gregory, Karen P. Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry.

Degree: 2015, University of Western Ontario

 Abstract This qualitative study employs case study and narrative inquiry approaches to examine the beliefs, practices and experiences of elementary classroom teachers in Ontario, Canada,… (more)

Subjects/Keywords: Individual Education Plan; Intellectual Disability; Disability Theory; Bourdieuian Theory; Special Educational Needs; Disability and Equity in Education

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APA (6th Edition):

Gregory, K. P. (2015). Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3339

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):

Gregory, Karen P. “Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry.” 2015. Thesis, University of Western Ontario. Accessed January 21, 2019. https://ir.lib.uwo.ca/etd/3339.

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

MLA Handbook (7th Edition):

Gregory, Karen P. “Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry.” 2015. Web. 21 Jan 2019.

Vancouver:

Gregory KP. Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry. [Internet] [Thesis]. University of Western Ontario; 2015. [cited 2019 Jan 21]. Available from: https://ir.lib.uwo.ca/etd/3339.

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

Council of Science Editors:

Gregory KP. Individual Education Plan (IEP) Development For Children With Developmental Disabilities In Ontario's Public Schools: A Narrative Case Study Inquiry. [Thesis]. University of Western Ontario; 2015. Available from: https://ir.lib.uwo.ca/etd/3339

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


McMaster University

15. Goodfellow, Athena. EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES.

Degree: PhD, 2013, McMaster University

<h1>There is a growing number of students with disabilities accessing postsecondary education in Ontario. Among this student body, students with learning disabilities are the… (more)

Subjects/Keywords: learning disability; participatory action research; knowledge economy; postsecondary; Disability and Equity in Education; Higher Education; Human Geography; Place and Environment; Disability and Equity in Education

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APA (6th Edition):

Goodfellow, A. (2013). EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/13356

Chicago Manual of Style (16th Edition):

Goodfellow, Athena. “EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES.” 2013. Doctoral Dissertation, McMaster University. Accessed January 21, 2019. http://hdl.handle.net/11375/13356.

MLA Handbook (7th Edition):

Goodfellow, Athena. “EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES.” 2013. Web. 21 Jan 2019.

Vancouver:

Goodfellow A. EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES. [Internet] [Doctoral dissertation]. McMaster University; 2013. [cited 2019 Jan 21]. Available from: http://hdl.handle.net/11375/13356.

Council of Science Editors:

Goodfellow A. EXPERIENCES OF TRANSITION FROM UNIVERSITY TO KNOWLEDGE WORK FOR GRADUATES WITH LEARNING DISABILITIES. [Doctoral Dissertation]. McMaster University; 2013. Available from: http://hdl.handle.net/11375/13356


East Tennessee State University

16. Hurt, James Matthew. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws… (more)

Subjects/Keywords: inclusion; special education placement; special education; student achievement; Disability and Equity in Education; Education

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APA (6th Edition):

Hurt, J. M. (2012). A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1487

Chicago Manual of Style (16th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2019. https://dc.etsu.edu/etd/1487.

MLA Handbook (7th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Web. 21 Jan 2019.

Vancouver:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2019 Jan 21]. Available from: https://dc.etsu.edu/etd/1487.

Council of Science Editors:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1487


Florida International University

17. Gil, Vanessa. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2018, Florida International University

  Individuals with Intellectual Disability (ID) struggle to learn daily living skills (DLS) required for independent living. One specific skill set that is challenging for… (more)

Subjects/Keywords: exceptional student education; Accessibility; Disability and Equity in Education; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Gil, V. (2018). Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3682 ; FIDC004081

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):

Gil, Vanessa. “Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.” 2018. Thesis, Florida International University. Accessed January 21, 2019. https://digitalcommons.fiu.edu/etd/3682 ; FIDC004081.

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

MLA Handbook (7th Edition):

Gil, Vanessa. “Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.” 2018. Web. 21 Jan 2019.

Vancouver:

Gil V. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.fiu.edu/etd/3682 ; FIDC004081.

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

Council of Science Editors:

Gil V. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3682 ; FIDC004081

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

18. Mngo, Agnes Y. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.

Degree: PhD, Curriculum and Instruction PhD, 2017, Andrews University

  Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from… (more)

Subjects/Keywords: General Education; Students with Disabilities; Inclusive Education; Teachers; Cameroon; Disability and Equity in Education

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APA (6th Edition):

Mngo, A. Y. (2017). An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1627

Chicago Manual of Style (16th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Doctoral Dissertation, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/1627.

MLA Handbook (7th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Web. 21 Jan 2019.

Vancouver:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/1627.

Council of Science Editors:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1627


East Tennessee State University

19. Murray, Martha Hughes. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to determine how Individuals with Disabilities Education Act (IDEA) Part B funds in the American Recovery and Reinvestment… (more)

Subjects/Keywords: ARRA funds; special education; stimulus funds; Disability and Equity in Education; Education

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APA (6th Edition):

Murray, M. H. (2011). Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1343

Chicago Manual of Style (16th Edition):

Murray, Martha Hughes. “Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2019. https://dc.etsu.edu/etd/1343.

MLA Handbook (7th Edition):

Murray, Martha Hughes. “Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.” 2011. Web. 21 Jan 2019.

Vancouver:

Murray MH. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Jan 21]. Available from: https://dc.etsu.edu/etd/1343.

Council of Science Editors:

Murray MH. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1343


SUNY College at Brockport

20. Barber, Krystal. The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  Assistive technology has been an essential part of society. People use assistive technologies at many different times within the normal course of a day… (more)

Subjects/Keywords: Brockport Education thesis; assistive technology; devices; secondary mathematics; Disability and Equity in Education; Education

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APA (6th Edition):

Barber, K. (2009). The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/175

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):

Barber, Krystal. “The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom.” 2009. Thesis, SUNY College at Brockport. Accessed January 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/175.

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

MLA Handbook (7th Edition):

Barber, Krystal. “The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom.” 2009. Web. 21 Jan 2019.

Vancouver:

Barber K. The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Jan 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/175.

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

Council of Science Editors:

Barber K. The Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/175

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


Eastern Michigan University

21. Bell, Amanda. Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level.

Degree: PhD, Teacher Education, 2017, Eastern Michigan University

  This study sought to contribute to the growing awareness surrounding the barriers, challenges, and needs of LGBTQ persons with disabilities at the collegiate level.… (more)

Subjects/Keywords: disability; higher education; intersectionality; lgbtq; qualitative; Gender Equity in Education; Higher Education

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APA (6th Edition):

Bell, A. (2017). Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/731

Chicago Manual of Style (16th Edition):

Bell, Amanda. “Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level.” 2017. Doctoral Dissertation, Eastern Michigan University. Accessed January 21, 2019. http://commons.emich.edu/theses/731.

MLA Handbook (7th Edition):

Bell, Amanda. “Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level.” 2017. Web. 21 Jan 2019.

Vancouver:

Bell A. Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2017. [cited 2019 Jan 21]. Available from: http://commons.emich.edu/theses/731.

Council of Science Editors:

Bell A. Intersectionality: A critical qualitative exploration of the experiences of LGBTQ persons with disabilities at the collegiate level. [Doctoral Dissertation]. Eastern Michigan University; 2017. Available from: http://commons.emich.edu/theses/731


Virginia Commonwealth University

22. Williams, Kenya. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional… (more)

Subjects/Keywords: Mathematics; Emotional and Behavioral Disorders; Computer-assisted Instruction; Disability and Equity in Education; Education

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APA (6th Edition):

Williams, K. (2015). THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3807

Chicago Manual of Style (16th Edition):

Williams, Kenya. “THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 21, 2019. https://scholarscompass.vcu.edu/etd/3807.

MLA Handbook (7th Edition):

Williams, Kenya. “THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.” 2015. Web. 21 Jan 2019.

Vancouver:

Williams K. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Jan 21]. Available from: https://scholarscompass.vcu.edu/etd/3807.

Council of Science Editors:

Williams K. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3807


University of Kentucky

23. Rhodes, Alice L. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.

Degree: 2016, University of Kentucky

 Recent Federal education reform and legislation (Individuals with Disabilities Education Act, 1997, 2004; No Child Left Behind Act, 2001) have shifted to emphasize the inclusion… (more)

Subjects/Keywords: peer-mediated instruction; inclusion; AAC; communication; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Rhodes, A. L. (2016). EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/36

Chicago Manual of Style (16th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Doctoral Dissertation, University of Kentucky. Accessed January 21, 2019. http://uknowledge.uky.edu/edsrc_etds/36.

MLA Handbook (7th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Web. 21 Jan 2019.

Vancouver:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2019 Jan 21]. Available from: http://uknowledge.uky.edu/edsrc_etds/36.

Council of Science Editors:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/edsrc_etds/36


Eastern Illinois University

24. Lynn, Becca. Universal Design: A Student Affairs Perspective.

Degree: MS, Counseling and Student Development, 2016, Eastern Illinois University

  College is one of the most exciting times in an individual's life and could also be one of the most challenging. Students are coming… (more)

Subjects/Keywords: Disability and Equity in Education; Higher Education Administration; Student Counseling and Personnel Services

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APA (6th Edition):

Lynn, B. (2016). Universal Design: A Student Affairs Perspective. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2445

Chicago Manual of Style (16th Edition):

Lynn, Becca. “Universal Design: A Student Affairs Perspective.” 2016. Masters Thesis, Eastern Illinois University. Accessed January 21, 2019. http://thekeep.eiu.edu/theses/2445.

MLA Handbook (7th Edition):

Lynn, Becca. “Universal Design: A Student Affairs Perspective.” 2016. Web. 21 Jan 2019.

Vancouver:

Lynn B. Universal Design: A Student Affairs Perspective. [Internet] [Masters thesis]. Eastern Illinois University; 2016. [cited 2019 Jan 21]. Available from: http://thekeep.eiu.edu/theses/2445.

Council of Science Editors:

Lynn B. Universal Design: A Student Affairs Perspective. [Masters Thesis]. Eastern Illinois University; 2016. Available from: http://thekeep.eiu.edu/theses/2445

25. Bryant, Helen C. The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities.

Degree: PhD, Leadership PhD, 2007, Andrews University

  Problem. Research indicates that students who receive an exclusively academic education that does not include emotional intelligence skills may not be prepared for future… (more)

Subjects/Keywords: Disability and Equity in Education; Education

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

APA (6th Edition):

Bryant, H. C. (2007). The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/250

Chicago Manual of Style (16th Edition):

Bryant, Helen C. “The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities.” 2007. Doctoral Dissertation, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/250.

MLA Handbook (7th Edition):

Bryant, Helen C. “The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities.” 2007. Web. 21 Jan 2019.

Vancouver:

Bryant HC. The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Andrews University; 2007. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/250.

Council of Science Editors:

Bryant HC. The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities. [Doctoral Dissertation]. Andrews University; 2007. Available from: https://digitalcommons.andrews.edu/dissertations/250

26. Caraker, Sharron A. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.

Degree: EdD, Higher Education Administration EdD, 1995, Andrews University

  Topic. The focus of this study was the actions, policies, and procedures used in the successful implementation of an inclusion program in three elementary… (more)

Subjects/Keywords: Disability and Equity in Education; Education

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APA (6th Edition):

Caraker, S. A. (1995). A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/261

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):

Caraker, Sharron A. “A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.” 1995. Thesis, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/261.

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

MLA Handbook (7th Edition):

Caraker, Sharron A. “A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.” 1995. Web. 21 Jan 2019.

Vancouver:

Caraker SA. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. [Internet] [Thesis]. Andrews University; 1995. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/261.

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

Council of Science Editors:

Caraker SA. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. [Thesis]. Andrews University; 1995. Available from: https://digitalcommons.andrews.edu/dissertations/261

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


East Tennessee State University

27. Fussell, Elizabeth. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2)… (more)

Subjects/Keywords: evidence-based curriculum; self-advocacy; Self-determination; Disability and Equity in Education; Education

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

APA (6th Edition):

Fussell, E. (2010). Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1757

Chicago Manual of Style (16th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2019. https://dc.etsu.edu/etd/1757.

MLA Handbook (7th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Web. 21 Jan 2019.

Vancouver:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Jan 21]. Available from: https://dc.etsu.edu/etd/1757.

Council of Science Editors:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1757


University of Tennessee – Knoxville

28. Burton, Bobbie Ann. Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test.

Degree: 2008, University of Tennessee – Knoxville

 This study was designed to examine the utility of the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) for use with children who have… (more)

Subjects/Keywords: Disability and Equity in Education; Education

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APA (6th Edition):

Burton, B. A. (2008). Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/415

Chicago Manual of Style (16th Edition):

Burton, Bobbie Ann. “Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 21, 2019. https://trace.tennessee.edu/utk_graddiss/415.

MLA Handbook (7th Edition):

Burton, Bobbie Ann. “Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test.” 2008. Web. 21 Jan 2019.

Vancouver:

Burton BA. Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2019 Jan 21]. Available from: https://trace.tennessee.edu/utk_graddiss/415.

Council of Science Editors:

Burton BA. Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: https://trace.tennessee.edu/utk_graddiss/415


University of Tennessee – Knoxville

29. Hixon, Sharon L. Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community.

Degree: 2008, University of Tennessee – Knoxville

 This qualitative case study collection followed 4 self-identified college-bound Mexican immigrants as they moved from their senior year of high school through their first semester… (more)

Subjects/Keywords: Disability and Equity in Education; Education

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APA (6th Edition):

Hixon, S. L. (2008). Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/389

Chicago Manual of Style (16th Edition):

Hixon, Sharon L. “Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 21, 2019. https://trace.tennessee.edu/utk_graddiss/389.

MLA Handbook (7th Edition):

Hixon, Sharon L. “Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community.” 2008. Web. 21 Jan 2019.

Vancouver:

Hixon SL. Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2019 Jan 21]. Available from: https://trace.tennessee.edu/utk_graddiss/389.

Council of Science Editors:

Hixon SL. Conditions Surrounding Four Mexican Females’ Quest for a Higher Education in a Southeastern United States Community. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: https://trace.tennessee.edu/utk_graddiss/389


SUNY College at Brockport

30. Kimble, Kristen M. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Students with disabilities continue to lag behind their non-disabled peers in academic achievement. Continued support is required to help them bridge this gap, and… (more)

Subjects/Keywords: Inquiry; Inclusive; Living Environment; Universal Design; Disability and Equity in Education; Education; Educational Methods

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

APA (6th Edition):

Kimble, K. M. (2016). Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/640

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):

Kimble, Kristen M. “Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.” 2016. Thesis, SUNY College at Brockport. Accessed January 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/640.

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

MLA Handbook (7th Edition):

Kimble, Kristen M. “Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.” 2016. Web. 21 Jan 2019.

Vancouver:

Kimble KM. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Jan 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/640.

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

Council of Science Editors:

Kimble KM. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/640

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

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