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Dates: 2000 – 2004

You searched for subject:(Inclusive AND Special Education). Showing records 1 – 14 of 14 total matches.

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Curtin University of Technology

1. Bridge, Douglas James. Developing understandings of 'inclusion' and 'inclusive schooling' .

Degree: 2002, Curtin University of Technology

 This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative… (more)

Subjects/Keywords: special education; interpreting discourse; inclusive classrooms

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APA (6th Edition):

Bridge, D. J. (2002). Developing understandings of 'inclusion' and 'inclusive schooling' . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1968

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):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Thesis, Curtin University of Technology. Accessed August 25, 2019. http://hdl.handle.net/20.500.11937/1968.

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

MLA Handbook (7th Edition):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Web. 25 Aug 2019.

Vancouver:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Internet] [Thesis]. Curtin University of Technology; 2002. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/20.500.11937/1968.

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

Council of Science Editors:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Thesis]. Curtin University of Technology; 2002. Available from: http://hdl.handle.net/20.500.11937/1968

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


SUNY College at Brockport

2. Schaaf, Jessica. Successful Collaborative and Inclusive Practices.

Degree: MSEd, Education and Human Development, 2004, SUNY College at Brockport

  As teachers, it is our job to educate each and every one of our students. It is important to take into consideration the composition… (more)

Subjects/Keywords: Inclusive education; teacher strategies; special education; instruction strategy; teacher collaboration; Education; Educational Methods; Elementary Education; Special Education and Teaching

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APA (6th Edition):

Schaaf, J. (2004). Successful Collaborative and Inclusive Practices. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/839

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):

Schaaf, Jessica. “Successful Collaborative and Inclusive Practices.” 2004. Thesis, SUNY College at Brockport. Accessed August 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/839.

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

MLA Handbook (7th Edition):

Schaaf, Jessica. “Successful Collaborative and Inclusive Practices.” 2004. Web. 25 Aug 2019.

Vancouver:

Schaaf J. Successful Collaborative and Inclusive Practices. [Internet] [Thesis]. SUNY College at Brockport; 2004. [cited 2019 Aug 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/839.

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

Council of Science Editors:

Schaaf J. Successful Collaborative and Inclusive Practices. [Thesis]. SUNY College at Brockport; 2004. Available from: https://digitalcommons.brockport.edu/ehd_theses/839

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


University of Hong Kong

3. 鄧猛; Deng, Meng. Implementation of policy on inclusive education in rural and urban areas in Hubei province of China.

Degree: PhD, 2002, University of Hong Kong

published_or_final_version

Education

Doctoral

Doctor of Philosophy

Subjects/Keywords: Special education - China - Hubei Sheng.; Inclusive education - China - Hubei Sheng.; Education and state - China - Hubei Sheng.

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APA (6th Edition):

鄧猛; Deng, M. (2002). Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. (Doctoral Dissertation). University of Hong Kong. Retrieved from Deng, M. [鄧猛]. (2003). Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3124414 ; http://dx.doi.org/10.5353/th_b3124414 ; http://hdl.handle.net/10722/35874

Chicago Manual of Style (16th Edition):

鄧猛; Deng, Meng. “Implementation of policy on inclusive education in rural and urban areas in Hubei province of China.” 2002. Doctoral Dissertation, University of Hong Kong. Accessed August 25, 2019. Deng, M. [鄧猛]. (2003). Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3124414 ; http://dx.doi.org/10.5353/th_b3124414 ; http://hdl.handle.net/10722/35874.

MLA Handbook (7th Edition):

鄧猛; Deng, Meng. “Implementation of policy on inclusive education in rural and urban areas in Hubei province of China.” 2002. Web. 25 Aug 2019.

Vancouver:

鄧猛; Deng M. Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. [Internet] [Doctoral dissertation]. University of Hong Kong; 2002. [cited 2019 Aug 25]. Available from: Deng, M. [鄧猛]. (2003). Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3124414 ; http://dx.doi.org/10.5353/th_b3124414 ; http://hdl.handle.net/10722/35874.

Council of Science Editors:

鄧猛; Deng M. Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. [Doctoral Dissertation]. University of Hong Kong; 2002. Available from: Deng, M. [鄧猛]. (2003). Implementation of policy on inclusive education in rural and urban areas in Hubei province of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3124414 ; http://dx.doi.org/10.5353/th_b3124414 ; http://hdl.handle.net/10722/35874


SUNY College at Brockport

4. Kogan, Anna. Teachers' Attitudes on How Medication Affects Students' Success.

Degree: MSEd, Education and Human Development, 2004, SUNY College at Brockport

  A study was conducted to find out if elementary students in inclusive classrooms associated with disabilities and students with problems in learning, processing and… (more)

Subjects/Keywords: Student success; teacher perception; inclusive classrooms; learning disabilities; medication use; Education; Elementary Education; Special Education and Teaching

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APA (6th Edition):

Kogan, A. (2004). Teachers' Attitudes on How Medication Affects Students' Success. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/804

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):

Kogan, Anna. “Teachers' Attitudes on How Medication Affects Students' Success.” 2004. Thesis, SUNY College at Brockport. Accessed August 25, 2019. https://digitalcommons.brockport.edu/ehd_theses/804.

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

MLA Handbook (7th Edition):

Kogan, Anna. “Teachers' Attitudes on How Medication Affects Students' Success.” 2004. Web. 25 Aug 2019.

Vancouver:

Kogan A. Teachers' Attitudes on How Medication Affects Students' Success. [Internet] [Thesis]. SUNY College at Brockport; 2004. [cited 2019 Aug 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/804.

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

Council of Science Editors:

Kogan A. Teachers' Attitudes on How Medication Affects Students' Success. [Thesis]. SUNY College at Brockport; 2004. Available from: https://digitalcommons.brockport.edu/ehd_theses/804

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


University of Western Sydney

5. Tracey, Danielle K. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.

Degree: 2002, University of Western Sydney

 A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); special education; mainstreaming in education; inclusive education; self-perception; self-esteem; intellectually disabled students

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APA (6th Edition):

Tracey, D. K. (2002). Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/370

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):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Thesis, University of Western Sydney. Accessed August 25, 2019. http://handle.uws.edu.au:8081/1959.7/370.

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

MLA Handbook (7th Edition):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Web. 25 Aug 2019.

Vancouver:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Internet] [Thesis]. University of Western Sydney; 2002. [cited 2019 Aug 25]. Available from: http://handle.uws.edu.au:8081/1959.7/370.

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

Council of Science Editors:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Thesis]. University of Western Sydney; 2002. Available from: http://handle.uws.edu.au:8081/1959.7/370

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

6. Angelotti, Andréa Paula. Inclusão nas escolas municipais de São Paulo: um olhar dos professores.

Degree: Mestrado, Educação, 2004, University of São Paulo

Este estudo trata-se de uma pesquisa-empírica, buscando verificar o olhar dos professores da rede municipal de ensino de São Paulo a respeito do movimento de… (more)

Subjects/Keywords: Assistance to students; Educação especial; Encaminhamento de alunos; Inclusão; Inclusive education; Necessidades educacionais especiais; Special education; Students with special needs; Termos educacionais; Terms of education

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APA (6th Edition):

Angelotti, A. P. (2004). Inclusão nas escolas municipais de São Paulo: um olhar dos professores. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04042014-143726/ ;

Chicago Manual of Style (16th Edition):

Angelotti, Andréa Paula. “Inclusão nas escolas municipais de São Paulo: um olhar dos professores.” 2004. Masters Thesis, University of São Paulo. Accessed August 25, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04042014-143726/ ;.

MLA Handbook (7th Edition):

Angelotti, Andréa Paula. “Inclusão nas escolas municipais de São Paulo: um olhar dos professores.” 2004. Web. 25 Aug 2019.

Vancouver:

Angelotti AP. Inclusão nas escolas municipais de São Paulo: um olhar dos professores. [Internet] [Masters thesis]. University of São Paulo; 2004. [cited 2019 Aug 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04042014-143726/ ;.

Council of Science Editors:

Angelotti AP. Inclusão nas escolas municipais de São Paulo: um olhar dos professores. [Masters Thesis]. University of São Paulo; 2004. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04042014-143726/ ;

7. Ballestero-Álvarez, Jose Alfonso. Multissensorialidade no ensino de desenho a cegos.

Degree: Mestrado, Artes Plásticas, 2003, University of São Paulo

A pesquisa relatada visa responder à questão: a arte pictórica é acessível ao cego?. Assim, a presente dissertação trata da fidelidade do entendimento tátil do… (more)

Subjects/Keywords: Art for the blind; Arte para cegos; Didática Multissensorial; Educação Especial; Educação Inclusiva; Inclusive Education; Multisensory Pedagogy; Pedagogia Especial; Special Education; Special Pedagogy

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APA (6th Edition):

Ballestero-Álvarez, J. A. (2003). Multissensorialidade no ensino de desenho a cegos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/27/27131/tde-21032005-213811/ ;

Chicago Manual of Style (16th Edition):

Ballestero-Álvarez, Jose Alfonso. “Multissensorialidade no ensino de desenho a cegos.” 2003. Masters Thesis, University of São Paulo. Accessed August 25, 2019. http://www.teses.usp.br/teses/disponiveis/27/27131/tde-21032005-213811/ ;.

MLA Handbook (7th Edition):

Ballestero-Álvarez, Jose Alfonso. “Multissensorialidade no ensino de desenho a cegos.” 2003. Web. 25 Aug 2019.

Vancouver:

Ballestero-Álvarez JA. Multissensorialidade no ensino de desenho a cegos. [Internet] [Masters thesis]. University of São Paulo; 2003. [cited 2019 Aug 25]. Available from: http://www.teses.usp.br/teses/disponiveis/27/27131/tde-21032005-213811/ ;.

Council of Science Editors:

Ballestero-Álvarez JA. Multissensorialidade no ensino de desenho a cegos. [Masters Thesis]. University of São Paulo; 2003. Available from: http://www.teses.usp.br/teses/disponiveis/27/27131/tde-21032005-213811/ ;


Seton Hall University

8. Maricle, Sharon L. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2001, Seton Hall University

. Advisors/Committee Members: Anthony J. Colella, Adele T. Macula, Walter R. Mahler.

Subjects/Keywords: Education; New Jersey; Secondary school principals; Inclusive education; Educational strategies; Educational Administration and Supervision; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Maricle, S. L. (2001). Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/303

Chicago Manual of Style (16th Edition):

Maricle, Sharon L. “Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 2001. Doctoral Dissertation, Seton Hall University. Accessed August 25, 2019. http://scholarship.shu.edu/dissertations/303.

MLA Handbook (7th Edition):

Maricle, Sharon L. “Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 2001. Web. 25 Aug 2019.

Vancouver:

Maricle SL. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Aug 25]. Available from: http://scholarship.shu.edu/dissertations/303.

Council of Science Editors:

Maricle SL. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/303


University of South Africa

9. Visser, Tracey. Personality traits of learners with special education needs : implications in an inclusive education setting.

Degree: 2002, University of South Africa

 An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these… (more)

Subjects/Keywords: Personality; Learners; Special education needs; Education; Inclusive education; High School Personality Questionnaire; Barriers to learning; Strategies for parents; Strategies for educators; Strategies for the Educational Psychologist

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APA (6th Edition):

Visser, T. (2002). Personality traits of learners with special education needs : implications in an inclusive education setting. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17822

Chicago Manual of Style (16th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/17822.

MLA Handbook (7th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Web. 25 Aug 2019.

Vancouver:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/17822.

Council of Science Editors:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/17822


Université du Luxembourg

10. Powell, Justin J W. Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany.

Degree: 2004, Université du Luxembourg

Subjects/Keywords: special education; inclusive education; Germany; United States; institution; institutional change; organization; exclusion; segregration; separation; integration; history; comparative; sociology; education; Social & behavioral sciences, psychology :: Sociology & social sciences [H10]; Sciences sociales & comportementales, psychologie :: Sociologie & sciences sociales [H10]

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APA (6th Edition):

Powell, J. J. W. (2004). Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/5477

Chicago Manual of Style (16th Edition):

Powell, Justin J W. “Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany.” 2004. Doctoral Dissertation, Université du Luxembourg. Accessed August 25, 2019. http://orbilu.uni.lu/handle/10993/5477.

MLA Handbook (7th Edition):

Powell, Justin J W. “Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany.” 2004. Web. 25 Aug 2019.

Vancouver:

Powell JJW. Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2004. [cited 2019 Aug 25]. Available from: http://orbilu.uni.lu/handle/10993/5477.

Council of Science Editors:

Powell JJW. Barriers to Inclusion: The Institutionalization of Special Education in the United States and Germany. [Doctoral Dissertation]. Université du Luxembourg; 2004. Available from: http://orbilu.uni.lu/handle/10993/5477


California State University – San Bernardino

11. Kimball, Pauline Aines. Disability resources for the educator.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

This thesis identifies what disability resources are currently accessible and needed by the educator in order to service the disabled student in the classroom. It is a compilation of medical, academic, financial and equipment resources currently available to the educator.

Subjects/Keywords: No Child Left Behind Act of 2001  – Bibliography; Americans with Disabilities Act of 1990  – Bibliography; Students with disabilities  – Services for  – California  – Bibliography; Special education  – Services for  – Bibliography; Inclusive education  – California  – Bibliography; Students with disabilities  – Education  – Bibliography; Mainstreaming in education  – Bibliography; Special Education and Teaching

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APA (6th Edition):

Kimball, P. A. (2003). Disability resources for the educator. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2358

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):

Kimball, Pauline Aines. “Disability resources for the educator.” 2003. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/2358.

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

MLA Handbook (7th Edition):

Kimball, Pauline Aines. “Disability resources for the educator.” 2003. Web. 25 Aug 2019.

Vancouver:

Kimball PA. Disability resources for the educator. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2358.

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

Council of Science Editors:

Kimball PA. Disability resources for the educator. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2358

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


Stellenbosch University

12. Davis, Fuad. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.

Degree: MEd, Educational Psychology, 2004, Stellenbosch University

ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the… (more)

Subjects/Keywords: Teachers  – Job stress  – South Africa  – Western Cape; Teachers of children with disabilities  – Job stress  – South Africa  – Western Cape; Inclusive education  – South Africa  – Western Cape  – Case studies; Dissertations  – Education; Stress coping strategies; Teachers of special children

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APA (6th Edition):

Davis, F. (2004). Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50107

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):

Davis, Fuad. “Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.” 2004. Thesis, Stellenbosch University. Accessed August 25, 2019. http://hdl.handle.net/10019.1/50107.

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

MLA Handbook (7th Edition):

Davis, Fuad. “Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape.” 2004. Web. 25 Aug 2019.

Vancouver:

Davis F. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10019.1/50107.

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

Council of Science Editors:

Davis F. Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/50107

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


California State University – San Bernardino

13. Kaspar, Margaret Ann. California's "long-standing, serious noncompliance" in the delivery of special education and related services.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

 The intent of the review, and the list of programs appended to this paper, is to compile examples of successful programs that may serve as… (more)

Subjects/Keywords: California Department of Education; California Office of Special Education; Educational Resources Information Center; National Association of State Boards of Education; Children with disabilities  – Education  – California; Individualized education programs  – Law and legislation; Inclusive education; Disability and Equity in Education

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APA (6th Edition):

Kaspar, M. A. (2002). California's "long-standing, serious noncompliance" in the delivery of special education and related services. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2132

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):

Kaspar, Margaret Ann. “California's "long-standing, serious noncompliance" in the delivery of special education and related services.” 2002. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd-project/2132.

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

MLA Handbook (7th Edition):

Kaspar, Margaret Ann. “California's "long-standing, serious noncompliance" in the delivery of special education and related services.” 2002. Web. 25 Aug 2019.

Vancouver:

Kaspar MA. California's "long-standing, serious noncompliance" in the delivery of special education and related services. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2132.

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

Council of Science Editors:

Kaspar MA. California's "long-standing, serious noncompliance" in the delivery of special education and related services. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2132

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


University of South Africa

14. Sidogi, Mukondeleli Grace. The practice of inclusive education in the Thohoyandou area : a critical reflection.

Degree: 2001, University of South Africa

 The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that… (more)

Subjects/Keywords: Inclusive education; Learners experiencing barriers to learning and development; Actualise full potential; Learners with special educational needs; Attitudes; Integration; Mainstreaming; Medical model; Ecological systems model; Impairments; Disabilities; School support team; New education policy; Primary school; Systems or subsystems; Learners-at-risk

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

APA (6th Edition):

Sidogi, M. G. (2001). The practice of inclusive education in the Thohoyandou area : a critical reflection. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16031

Chicago Manual of Style (16th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/16031.

MLA Handbook (7th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Web. 25 Aug 2019.

Vancouver:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Internet] [Masters thesis]. University of South Africa; 2001. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/16031.

Council of Science Editors:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Masters Thesis]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/16031

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