Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Language: English

You searched for subject:(Inclusive AND Special Education). Showing records 1 – 30 of 141 total matches.

[1] [2] [3] [4] [5]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters


University of Zambia

1. Manda, Joshua. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .

Degree: 2013, University of Zambia

 This study explored trainee teachers’ preparedness for inclusive education in Zambia. A descriptive survey design which included both qualitative and quantitative methods was employed. Data… (more)

Subjects/Keywords: Inclusive Education-Zambia; Special Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Manda, J. (2013). Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3141

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):

Manda, Joshua. “Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .” 2013. Thesis, University of Zambia. Accessed August 18, 2019. http://hdl.handle.net/123456789/3141.

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

MLA Handbook (7th Edition):

Manda, Joshua. “Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province .” 2013. Web. 18 Aug 2019.

Vancouver:

Manda J. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/123456789/3141.

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

Council of Science Editors:

Manda J. Trainee teachers' preparedness for inclusive education in Zambia: A case of Chipata and Jubeva Colleges of Education in Eastern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3141

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


University of Zambia

2. Chilufya, James. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia.

Degree: 2011, University of Zambia

 The purpose of this study was to investigate the attitudes of parents and teachers towards inclusive education in 20 selected basic schools of Kalulushi Disrict… (more)

Subjects/Keywords: Handcapped; Special Education; Inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chilufya, J. (2011). Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/349

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):

Chilufya, James. “Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. ” 2011. Thesis, University of Zambia. Accessed August 18, 2019. http://hdl.handle.net/123456789/349.

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

MLA Handbook (7th Edition):

Chilufya, James. “Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. ” 2011. Web. 18 Aug 2019.

Vancouver:

Chilufya J. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/123456789/349.

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

Council of Science Editors:

Chilufya J. Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/349

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


Dublin City University

3. Brennan, Aoife. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.

Degree: School of Education Studies, 2017, Dublin City University

 In the Irish context, inclusive education has experienced transformative policy development in recent years, stemming from the international inclusion focus. The commitment to inclusive education(more)

Subjects/Keywords: Education; Inclusive and Special Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brennan, A. (2017). Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/21956/

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):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Thesis, Dublin City University. Accessed August 18, 2019. http://doras.dcu.ie/21956/.

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

MLA Handbook (7th Edition):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Web. 18 Aug 2019.

Vancouver:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Internet] [Thesis]. Dublin City University; 2017. [cited 2019 Aug 18]. Available from: http://doras.dcu.ie/21956/.

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

Council of Science Editors:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/21956/

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


University of Manitoba

4. Zaretsky, Joan Darlene. A study of Northern Manitoba principals' perspectives regarding new special education legislation.

Degree: Education, 2011, University of Manitoba

 In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to… (more)

Subjects/Keywords: Inclusive special education; Educational administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zaretsky, J. D. (2011). A study of Northern Manitoba principals' perspectives regarding new special education legislation. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4327

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):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Thesis, University of Manitoba. Accessed August 18, 2019. http://hdl.handle.net/1993/4327.

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

MLA Handbook (7th Edition):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Web. 18 Aug 2019.

Vancouver:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1993/4327.

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

Council of Science Editors:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4327

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

5. Chapple, James W. Co-teaching: From Obstacles to Opportunities.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were… (more)

Subjects/Keywords: Education; Special Education; Co-teaching; inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chapple, J. W. (2009). Co-teaching: From Obstacles to Opportunities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 18 Aug 2019.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807


Massey University

6. Moffat, Thecla Kudakwashe. Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand .

Degree: 2011, Massey University

 A case study approach was used in two early childhood centres which both operate on a mixed age group licence. Purposive sampling was used to… (more)

Subjects/Keywords: Early childhood education; Special education; Inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moffat, T. K. (2011). Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3424

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):

Moffat, Thecla Kudakwashe. “Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand .” 2011. Thesis, Massey University. Accessed August 18, 2019. http://hdl.handle.net/10179/3424.

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

MLA Handbook (7th Edition):

Moffat, Thecla Kudakwashe. “Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand .” 2011. Web. 18 Aug 2019.

Vancouver:

Moffat TK. Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10179/3424.

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

Council of Science Editors:

Moffat TK. Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3424

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


University of Zambia

7. Mwamba, Patricia. An evaluation of the performance of inclusive education programme in Kalulushi District .

Degree: 2016, University of Zambia

 This study aimed at evaluating the performance of Inclusive Education Programme in Kalulushi District. Using six schools in the district namely: Chembe, Kafubu Depot, Buyantanshi,… (more)

Subjects/Keywords: Inclusive education – Zambia; Special education – Zambia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mwamba, P. (2016). An evaluation of the performance of inclusive education programme in Kalulushi District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4939

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):

Mwamba, Patricia. “An evaluation of the performance of inclusive education programme in Kalulushi District .” 2016. Thesis, University of Zambia. Accessed August 18, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4939.

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

MLA Handbook (7th Edition):

Mwamba, Patricia. “An evaluation of the performance of inclusive education programme in Kalulushi District .” 2016. Web. 18 Aug 2019.

Vancouver:

Mwamba P. An evaluation of the performance of inclusive education programme in Kalulushi District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Aug 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4939.

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

Council of Science Editors:

Mwamba P. An evaluation of the performance of inclusive education programme in Kalulushi District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4939

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


University of Zambia

8. Sibanda, Philis. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .

Degree: 2016, University of Zambia

 The introduction of Free Primary Education (FPE) Policy in 2002 was aimed at indiscriminately enhancing the enrollment and completion rates of all school going- age… (more)

Subjects/Keywords: Inclusive education – Zambia; Special Education Schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sibanda, P. (2016). Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4941

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):

Sibanda, Philis. “Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .” 2016. Thesis, University of Zambia. Accessed August 18, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4941.

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

MLA Handbook (7th Edition):

Sibanda, Philis. “Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia .” 2016. Web. 18 Aug 2019.

Vancouver:

Sibanda P. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Aug 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4941.

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

Council of Science Editors:

Sibanda P. Impact of the free primary education policy on the education of learners with disabilities: A survey of inclusive and special schools in Lusaka district of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4941

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


University of Zambia

9. Ndonyo, Thomas Mbunji. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .

Degree: 2013, University of Zambia

Inclusive education is a new phenomenon in the Zambian education system. It has been implemented in some districts of'North-Western Province. One of the districts implementing… (more)

Subjects/Keywords: Inclusive Education – Zambia; Special Education – Solwezi, Zambia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ndonyo, T. M. (2013). Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2066

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):

Ndonyo, Thomas Mbunji. “Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .” 2013. Thesis, University of Zambia. Accessed August 18, 2019. http://hdl.handle.net/123456789/2066.

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

MLA Handbook (7th Edition):

Ndonyo, Thomas Mbunji. “Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .” 2013. Web. 18 Aug 2019.

Vancouver:

Ndonyo TM. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/123456789/2066.

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

Council of Science Editors:

Ndonyo TM. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2066

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


Addis Ababa University

10. HIWOT, ABEBE. THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION .

Degree: 2012, Addis Ababa University

 The purpose of this research is to assess the implementation of the right to education of children with intellectual disability in Addis Ababa. To this… (more)

Subjects/Keywords: Intellectual Disability; Right to Education; Special Needs Education; Inclusive Education; Special Class; Inclusive Regular Class

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

HIWOT, A. (2012). THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1454

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):

HIWOT, ABEBE. “THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION .” 2012. Thesis, Addis Ababa University. Accessed August 18, 2019. http://etd.aau.edu.et/dspace/handle/123456789/1454.

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

MLA Handbook (7th Edition):

HIWOT, ABEBE. “THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION .” 2012. Web. 18 Aug 2019.

Vancouver:

HIWOT A. THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Aug 18]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1454.

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

Council of Science Editors:

HIWOT A. THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITY AND ITS IMPLEMENTATION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1454

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

11. Rivera, Roana Kasandra. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .

Degree: 2017, Texas A&M University – Corpus Christi

 Since the mid ‘70s, school districts have been trying to place students with disabilities in the least restricted environment. As governments strive to create a… (more)

Subjects/Keywords: disabilities; elementary; inclusive; segregated; special education; STAAR

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rivera, R. K. (2017). Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/3804

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):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed August 18, 2019. http://hdl.handle.net/1969.6/3804.

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

MLA Handbook (7th Edition):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Web. 18 Aug 2019.

Vancouver:

Rivera RK. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1969.6/3804.

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

Council of Science Editors:

Rivera RK. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/3804

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


University of South Africa

12. Zwelibanzi, Carol Mathapelo. An investigation into issues and challenges in implementing environmental education in special schools in South Africa.

Degree: 2016, University of South Africa

 The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically… (more)

Subjects/Keywords: Curriculum adaptation; Environmental education; Inclusive education; Special schools; Special needs learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zwelibanzi, C. M. (2016). An investigation into issues and challenges in implementing environmental education in special schools in South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21701

Chicago Manual of Style (16th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/21701.

MLA Handbook (7th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Web. 18 Aug 2019.

Vancouver:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/21701.

Council of Science Editors:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21701


Massey University

13. McIntyre, Noeline Dawn. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .

Degree: 2013, Massey University

 This study identifies issues, tensions and challenges within education in Aotearoa New Zealand through the responses of nine families who talked about their experiences when… (more)

Subjects/Keywords: Special education; Special learning needs; Children with special needs; Education policy, New Zealand; Inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McIntyre, N. D. (2013). Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4344

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):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Thesis, Massey University. Accessed August 18, 2019. http://hdl.handle.net/10179/4344.

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

MLA Handbook (7th Edition):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Web. 18 Aug 2019.

Vancouver:

McIntyre ND. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10179/4344.

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

Council of Science Editors:

McIntyre ND. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4344

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


University of Namibia

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

Degree: 2014, University of Namibia

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Haitembu, Rauna K. “Assessing the provision of inclusive education in the Omusati region. ” 2014. Thesis, University of Namibia. Accessed August 18, 2019. http://hdl.handle.net/11070/852.

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

MLA Handbook (7th Edition):

Haitembu, Rauna K. “Assessing the provision of inclusive education in the Omusati region. ” 2014. Web. 18 Aug 2019.

Vancouver:

Haitembu RK. Assessing the provision of inclusive education in the Omusati region. [Internet] [Thesis]. University of Namibia; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/11070/852.

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

Council of Science Editors:

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

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


University of Arizona

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

Degree: 2017, University of Arizona

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Doctoral Dissertation, University of Arizona. Accessed August 18, 2019. http://hdl.handle.net/10150/624294.

MLA Handbook (7th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Web. 18 Aug 2019.

Vancouver:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10150/624294.

Council of Science Editors:

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


University of KwaZulu-Natal

16. Devnath, Cheryl K. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.

Degree: 2016, University of KwaZulu-Natal

 This research sought to explore how the partnership between the school for the deaf and the hearing parents are managed. It was conducted and completed… (more)

Subjects/Keywords: Deaf Children - Education - KwaZulu-Natal.; Special Education - KwaZulu-Natal.; Inclusive Education.; Special Education.; Theses - Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Devnath, C. K. (2016). Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15422

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):

Devnath, Cheryl K. “Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.” 2016. Thesis, University of KwaZulu-Natal. Accessed August 18, 2019. http://hdl.handle.net/10413/15422.

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

MLA Handbook (7th Edition):

Devnath, Cheryl K. “Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.” 2016. Web. 18 Aug 2019.

Vancouver:

Devnath CK. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10413/15422.

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

Council of Science Editors:

Devnath CK. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15422

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


University of Kansas

17. Siuty, Molly Elizabeth. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.

Degree: PhD, Special Education, 2017, University of Kansas

 Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings… (more)

Subjects/Keywords: Special education; inclusive education; teacher education; teacher identity; urban education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Siuty, M. E. (2017). (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26117

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed August 18, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 18 Aug 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26117


George Mason University

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

Degree: 2013, George Mason University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed August 18, 2019. http://hdl.handle.net/1920/8208.

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

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 18 Aug 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1920/8208.

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

Council of Science Editors:

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

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


University of KwaZulu-Natal

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

Degree: 2016, University of KwaZulu-Natal

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Thesis, University of KwaZulu-Natal. Accessed August 18, 2019. http://hdl.handle.net/10413/15381.

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

MLA Handbook (7th Edition):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Web. 18 Aug 2019.

Vancouver:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10413/15381.

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

Council of Science Editors:

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

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


University of Gothenburg / Göteborgs Universitet

20. Taneja Johansson, Shruti. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.

Degree: 2015, University of Gothenburg / Göteborgs Universitet

Informed by the significance given to context in the postcolonial critique of disability in the South, the overall aim of this thesis is to develop… (more)

Subjects/Keywords: autism; disability; inclusive education; special education; education; parent; school; India; South

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taneja Johansson, S. (2015). Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/40534

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):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed August 18, 2019. http://hdl.handle.net/2077/40534.

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

MLA Handbook (7th Edition):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Web. 18 Aug 2019.

Vancouver:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2077/40534.

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

Council of Science Editors:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. Available from: http://hdl.handle.net/2077/40534

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


University of South Africa

21. Kahsay Hailu Negash. The inclusion of visually-impaired learners in Ethiopian secondary schools.

Degree: 2017, University of South Africa

 The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research… (more)

Subjects/Keywords: Inclusion; Inclusive education; Inclusive schools; Special needs education; Special educational needs; Disability; Impairment; Visual impairment; Blind; Low vision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Negash, K. H. (2017). The inclusion of visually-impaired learners in Ethiopian secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23484

Chicago Manual of Style (16th Edition):

Negash, Kahsay Hailu. “The inclusion of visually-impaired learners in Ethiopian secondary schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/23484.

MLA Handbook (7th Edition):

Negash, Kahsay Hailu. “The inclusion of visually-impaired learners in Ethiopian secondary schools.” 2017. Web. 18 Aug 2019.

Vancouver:

Negash KH. The inclusion of visually-impaired learners in Ethiopian secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/23484.

Council of Science Editors:

Negash KH. The inclusion of visually-impaired learners in Ethiopian secondary schools. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23484


University of Canterbury

22. Hook, Nicole. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.

Degree: 2015, University of Canterbury

 New Zealand Ministry of Education (MoE), has changed their policy for education of students with special needs from segregated to an ideal of inclusion where… (more)

Subjects/Keywords: Special Education; Inclusive Education; Professional Development; Allied Health Professionals

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hook, N. (2015). Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11449

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):

Hook, Nicole. “Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.” 2015. Thesis, University of Canterbury. Accessed August 18, 2019. http://hdl.handle.net/10092/11449.

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

MLA Handbook (7th Edition):

Hook, Nicole. “Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.” 2015. Web. 18 Aug 2019.

Vancouver:

Hook N. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10092/11449.

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

Council of Science Editors:

Hook N. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11449

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


Ohio University

23. Alquraini, Turki Abdullah. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.

Degree: PhD, Special Education (Education), 2011, Ohio University

 In Saudi Arabia, the majority of students with severe disabilities are still educated in special schools that do not meet their unique needs for interaction… (more)

Subjects/Keywords: Special Education; Saudi Arabia; students with severe disabilities; inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alquraini, T. A. (2011). Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020

Chicago Manual of Style (16th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Doctoral Dissertation, Ohio University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

MLA Handbook (7th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Web. 18 Aug 2019.

Vancouver:

Alquraini TA. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

Council of Science Editors:

Alquraini TA. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. [Doctoral Dissertation]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020


University of Manchester

24. Figueiredo Alves, Ines. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.

Degree: 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed August 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 18 Aug 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Aug 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059


Massey University

25. Holley-Boen, Wendy. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.

Degree: PhD, Education, 2017, Massey University

 Teachers work within a range of personal and contextual factors that serve as enablers and barriers to their professional identity, practice and wellbeing. There is… (more)

Subjects/Keywords: Special education teachers; Inclusive education; Specialist teaching; New Zealand

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holley-Boen, W. (2017). Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/13419

Chicago Manual of Style (16th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Doctoral Dissertation, Massey University. Accessed August 18, 2019. http://hdl.handle.net/10179/13419.

MLA Handbook (7th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Web. 18 Aug 2019.

Vancouver:

Holley-Boen W. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10179/13419.

Council of Science Editors:

Holley-Boen W. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. [Doctoral Dissertation]. Massey University; 2017. Available from: http://hdl.handle.net/10179/13419


Open Universiteit Nederland

26. Lelie, Brenda. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .

Degree: 2015, Open Universiteit Nederland

 Optimal assistance of an adult, adapted to the current level of understanding of the student (scaffolding), can help students with emotional and behavioural problems (EBD)… (more)

Subjects/Keywords: scaffolding; special needs education; inclusive education; EBD students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lelie, B. (2015). Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7142

Chicago Manual of Style (16th Edition):

Lelie, Brenda. “Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed August 18, 2019. http://hdl.handle.net/1820/7142.

MLA Handbook (7th Edition):

Lelie, Brenda. “Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .” 2015. Web. 18 Aug 2019.

Vancouver:

Lelie B. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1820/7142.

Council of Science Editors:

Lelie B. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/7142


North-West University

27. Tlale, Lloyd Daniel Nkoli. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .

Degree: 2007, North-West University

 The introduction of Inclusive Education in South Africa was part of the democratisation of the country and was in line with international trends. Based on… (more)

Subjects/Keywords: Inclusive education; Special education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tlale, L. D. N. (2007). Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16979

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):

Tlale, Lloyd Daniel Nkoli. “Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .” 2007. Thesis, North-West University. Accessed August 18, 2019. http://hdl.handle.net/10394/16979.

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

MLA Handbook (7th Edition):

Tlale, Lloyd Daniel Nkoli. “Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .” 2007. Web. 18 Aug 2019.

Vancouver:

Tlale LDN. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . [Internet] [Thesis]. North-West University; 2007. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10394/16979.

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

Council of Science Editors:

Tlale LDN. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/16979

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


Brock University

28. Van der Boom, Edith H. Inclusive education: exploring teachers' perspectives .

Degree: Department of Graduate and Undergraduate Studies in Education, 2005, Brock University

 This study explores 5 teachers' perspectives on inclusive education. The literature reviewed gives a historical background of special education as well as discusses a number… (more)

Subjects/Keywords: Inclusive education.; Special education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Van der Boom, E. H. (2005). Inclusive education: exploring teachers' perspectives . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1508

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

Chicago Manual of Style (16th Edition):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Thesis, Brock University. Accessed August 18, 2019. http://hdl.handle.net/10464/1508.

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

MLA Handbook (7th Edition):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Web. 18 Aug 2019.

Vancouver:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Internet] [Thesis]. Brock University; 2005. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10464/1508.

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

Council of Science Editors:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Thesis]. Brock University; 2005. Available from: http://hdl.handle.net/10464/1508

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


George Mason University

29. Takacs, Shanna E. A Critical Look at Co-teaching Practices at the Secondary Level .

Degree: 2015, George Mason University

 The purpose of special education is to ensure that students with disabilities are provided a free appropriate public education, while accessing the general education curriculum… (more)

Subjects/Keywords: Special education; Educational leadership; collaboration; co-teaching; inclusion; inclusive practices; special education; team teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Takacs, S. E. (2015). A Critical Look at Co-teaching Practices at the Secondary Level . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9673

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):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Thesis, George Mason University. Accessed August 18, 2019. http://hdl.handle.net/1920/9673.

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

MLA Handbook (7th Edition):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Web. 18 Aug 2019.

Vancouver:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1920/9673.

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

Council of Science Editors:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9673

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


University of California – San Diego

30. Wood, Jacqueline Michelle. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in… (more)

Subjects/Keywords: Special education; Educational leadership; Teacher education; inclusion; inclusive education; special education; special educator; teacher attitude; teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wood, J. M. (2017). Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/24t55110

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):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Thesis, University of California – San Diego. Accessed August 18, 2019. http://www.escholarship.org/uc/item/24t55110.

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

MLA Handbook (7th Edition):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Web. 18 Aug 2019.

Vancouver:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/24t55110.

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

Council of Science Editors:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/24t55110

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

[1] [2] [3] [4] [5]

.