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You searched for subject:(Inclusive AND Special Education). Showing records 61 – 90 of 428 total matches.

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61. Elizabete Humai de Toledo. Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual.

Degree: 2011, Universidade Estadual de Londrina

O processo de inclusão de alunos com necessidades educacionais especiais vem ocorrendo de modo mais freqüente nos últimos anos e os professores do ensino regular… (more)

Subjects/Keywords: Educação especial - Formação de professores; Deficiência mental - Educação especial; Educação inclusiva; Special education; Teachers formation; Special education; Mental deficiency; Inclusive education

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

APA (6th Edition):

Toledo, E. H. d. (2011). Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000164399

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):

Toledo, Elizabete Humai de. “Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual.” 2011. Thesis, Universidade Estadual de Londrina. Accessed July 21, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000164399.

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

MLA Handbook (7th Edition):

Toledo, Elizabete Humai de. “Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual.” 2011. Web. 21 Jul 2019.

Vancouver:

Toledo EHd. Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual. [Internet] [Thesis]. Universidade Estadual de Londrina; 2011. [cited 2019 Jul 21]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000164399.

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

Council of Science Editors:

Toledo EHd. Formação de professores em serviço por meio de pesquisa colaborativa visando à inclusão de alunos com deficiência intelectual. [Thesis]. Universidade Estadual de Londrina; 2011. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000164399

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

62. Erika Aparecida Regiani. Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas.

Degree: 2009, Universidade Estadual de Londrina

Objetivou-se analisar as possíveis relações entre a formação, as percepções e as práticas de professores especialistas em Educação Especial, regentes em classe comum das séries… (more)

Subjects/Keywords: Professores de educação especial - Formação; Inclusão social; Educação especial; Special education; Teachers formation; Special education; Inclusive education

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

APA (6th Edition):

Regiani, E. A. (2009). Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000158048

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):

Regiani, Erika Aparecida. “Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas.” 2009. Thesis, Universidade Estadual de Londrina. Accessed July 21, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000158048.

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

MLA Handbook (7th Edition):

Regiani, Erika Aparecida. “Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas.” 2009. Web. 21 Jul 2019.

Vancouver:

Regiani EA. Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas. [Internet] [Thesis]. Universidade Estadual de Londrina; 2009. [cited 2019 Jul 21]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000158048.

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

Council of Science Editors:

Regiani EA. Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas. [Thesis]. Universidade Estadual de Londrina; 2009. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000158048

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

63. Francymara Antonino Nunes de Assis. Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006).

Degree: 2010, Universidade Federal da Paraíba

A implementação da educação inclusiva tem sido alvo de debates, tema de conferências, alvo de críticas e elogios por parte de especialistas, pais e professores,… (more)

Subjects/Keywords: Educação Especial; Representações Sociais; EDUCACAO; Special Education; Inclusive Education; Social Representations; Educação Inclusiva

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

APA (6th Edition):

Assis, F. A. N. d. (2010). Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006). (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=663

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):

Assis, Francymara Antonino Nunes de. “Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006).” 2010. Thesis, Universidade Federal da Paraíba. Accessed July 21, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=663.

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

MLA Handbook (7th Edition):

Assis, Francymara Antonino Nunes de. “Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006).” 2010. Web. 21 Jul 2019.

Vancouver:

Assis FANd. Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006). [Internet] [Thesis]. Universidade Federal da Paraíba; 2010. [cited 2019 Jul 21]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=663.

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

Council of Science Editors:

Assis FANd. Inclusão educacional de crianças com deficiência no município de João Pessoa: as representações sociais das mães (1996-2006). [Thesis]. Universidade Federal da Paraíba; 2010. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=663

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


University of KwaZulu-Natal

64. [No author]. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit.

Degree: Public policy, 2015, University of KwaZulu-Natal

 It is the responsibility of a democratic government to democratize all its spheres: as such, the South African government has the responsibility to democratize its… (more)

Subjects/Keywords: Special education.; Inclusive education.; Rural schools – South Africa – KwaZulu-Natal.; Public policy.

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

APA (6th Edition):

author], [. (2015). Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13449

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):

author], [No. “Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/13449.

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

MLA Handbook (7th Edition):

author], [No. “Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. ” 2015. Web. 21 Jul 2019.

Vancouver:

author] [. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/13449.

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

Council of Science Editors:

author] [. Educators's' readiness to implement inclusive education : the case of Umzumbe rural schools, Sayidi circuit. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13449

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


University of KwaZulu-Natal

65. [No author]. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE).

Degree: Public policy, 2015, University of KwaZulu-Natal

 This qualitative study is an evaluation of the University of KwaZulu-Natal’s Intensive Tuition for Engineers (UNITE) program. It is based on the high attrition rate… (more)

Subjects/Keywords: Public policy.; Rural schools – South Africa – KwaZulu-Natal.; Special education.; Inclusive education.

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

APA (6th Edition):

author], [. (2015). An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13450

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):

author], [No. “An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/13450.

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

MLA Handbook (7th Edition):

author], [No. “An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). ” 2015. Web. 21 Jul 2019.

Vancouver:

author] [. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/13450.

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

Council of Science Editors:

author] [. An evaluation of the University of KwaZulu-Natal Intensive Tution for Engineers (UNITE). [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13450

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


Universidade Federal do Maranhão

66. RAMON LUIS DE SANTANA ALCÂNTARA. A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL.

Degree: 2011, Universidade Federal do Maranhão

Meu objetivo geral com esta pesquisa é, a partir da noção foucaultiana de discurso, tomando a trama saber-verdade-poder, analisar como se movimentam as aproximações e… (more)

Subjects/Keywords: Educação Inclusiva; Discurso; EDUCACAO ESPECIAL; Special Education; Inclusive Education; Speech; Educação Especial

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APA (6th Edition):

ALCÂNTARA, R. L. D. S. (2011). A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL. (Thesis). Universidade Federal do Maranhão. Retrieved from http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=564

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):

ALCÂNTARA, RAMON LUIS DE SANTANA. “A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL.” 2011. Thesis, Universidade Federal do Maranhão. Accessed July 21, 2019. http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=564.

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

MLA Handbook (7th Edition):

ALCÂNTARA, RAMON LUIS DE SANTANA. “A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL.” 2011. Web. 21 Jul 2019.

Vancouver:

ALCÂNTARA RLDS. A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL. [Internet] [Thesis]. Universidade Federal do Maranhão; 2011. [cited 2019 Jul 21]. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=564.

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

Council of Science Editors:

ALCÂNTARA RLDS. A ORDEM DO DISCURSO NA EDUCAÇÃO ESPECIAL. [Thesis]. Universidade Federal do Maranhão; 2011. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=564

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

67. Maria José de Moura. A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE.

Degree: 2010, Pontifícia Universidade Católica de Goiás

Treatment to the handicap has undergone many phases, since segregation, going through integration overture until the so called Inclusive Education came along, which strengthened primarily… (more)

Subjects/Keywords: Educação Inclusiva; Necessidades Educacionais Especiais; Formação Docente; EDUCACAO; Inclusive Education; Special Education Necessities; Teacher Preparation

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APA (6th Edition):

Moura, M. J. d. (2010). A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE. (Thesis). Pontifícia Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1071

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):

Moura, Maria José de. “A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE.” 2010. Thesis, Pontifícia Universidade Católica de Goiás. Accessed July 21, 2019. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1071.

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

MLA Handbook (7th Edition):

Moura, Maria José de. “A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE.” 2010. Web. 21 Jul 2019.

Vancouver:

Moura MJd. A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE. [Internet] [Thesis]. Pontifícia Universidade Católica de Goiás; 2010. [cited 2019 Jul 21]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1071.

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

Council of Science Editors:

Moura MJd. A EDUCAÇÃO INCLUSIVA NAS ESCOLAS PÚBLICAS MUNICIPAIS DE ANÁPOLIS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A FORMAÇÃO DOCENTE. [Thesis]. Pontifícia Universidade Católica de Goiás; 2010. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1071

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


Universidade Presbiteriana Mackenzie

68. Cristiano Pedroso. Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP.

Degree: 2012, Universidade Presbiteriana Mackenzie

Na presente pesquisa, objetivou-se retratar o atual modelo da educação inclusiva e de seus serviços educacionais de apoio especializado para pessoas com necessidades educacionais especiais… (more)

Subjects/Keywords: Educação especial; POLITICA EDUCACIONAL; Inclusive education; Special education; Deficiência; Escola inclusiva; Disabilities

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APA (6th Edition):

Pedroso, C. (2012). Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2629

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):

Pedroso, Cristiano. “Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP.” 2012. Thesis, Universidade Presbiteriana Mackenzie. Accessed July 21, 2019. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2629.

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

MLA Handbook (7th Edition):

Pedroso, Cristiano. “Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP.” 2012. Web. 21 Jul 2019.

Vancouver:

Pedroso C. Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2012. [cited 2019 Jul 21]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2629.

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

Council of Science Editors:

Pedroso C. Caminhos da inclusão: o modelo da educação inclusiva para alunos com necessidades educacionais especiais no município de Barueri, SP. [Thesis]. Universidade Presbiteriana Mackenzie; 2012. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2629

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


Universidade do Estado do Rio de Janeiro

69. Haydéa Maria Marino de Sant'Anna Reis. Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil.

Degree: PhD, 2006, Universidade do Estado do Rio de Janeiro

 Este estudo buscou analisar aspectos na formação docente para a Educação Especial - Altas Habilidades/Superdotação que compõem competências necessárias e desejáveis para atender ao universo… (more)

Subjects/Keywords: EDUCACAO ESPECIAL; Educação inclusiva; Superdotados; Educação especial; Formação de professores; Inclusive education; Special education; Genious

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

APA (6th Edition):

Reis, H. M. M. d. S. (2006). Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil. (Doctoral Dissertation). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=53 ;

Chicago Manual of Style (16th Edition):

Reis, Haydéa Maria Marino de Sant'Anna. “Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil.” 2006. Doctoral Dissertation, Universidade do Estado do Rio de Janeiro. Accessed July 21, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=53 ;.

MLA Handbook (7th Edition):

Reis, Haydéa Maria Marino de Sant'Anna. “Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil.” 2006. Web. 21 Jul 2019.

Vancouver:

Reis HMMdS. Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil. [Internet] [Doctoral dissertation]. Universidade do Estado do Rio de Janeiro; 2006. [cited 2019 Jul 21]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=53 ;.

Council of Science Editors:

Reis HMMdS. Educação inclusiva é para todos? a (falta de) formação docente para altas habilidades/superdotação no Brasil. [Doctoral Dissertation]. Universidade do Estado do Rio de Janeiro; 2006. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=53 ;


University of Cincinnati

70. Embury, Dusty C. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.

Degree: EdD, Education : Special Education, 2010, University of Cincinnati

 This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive(more)

Subjects/Keywords: Special Education; co-teaching; qualitative case study; inclusive education; single subject; inclusion; coteaching

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

APA (6th Edition):

Embury, D. C. (2010). Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855

Chicago Manual of Style (16th Edition):

Embury, Dusty C. “Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

MLA Handbook (7th Edition):

Embury, Dusty C. “Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.” 2010. Web. 21 Jul 2019.

Vancouver:

Embury DC. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

Council of Science Editors:

Embury DC. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855

71. FitzPatrick, Erin R. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  The complex task of reading, understanding, analyzing, synthesizing, and subsequently writing in response to a prompt about multiple texts required by the Common Core… (more)

Subjects/Keywords: Professional development; Writing instruction; Writing; Inclusive education; Self-regulated strategy development; Informational genre; Special education

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

APA (6th Edition):

FitzPatrick, E. R. (2017). Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/112

Chicago Manual of Style (16th Edition):

FitzPatrick, Erin R. “Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.” 2017. Doctoral Dissertation, Georgia State University. Accessed July 21, 2019. https://scholarworks.gsu.edu/epse_diss/112.

MLA Handbook (7th Edition):

FitzPatrick, Erin R. “Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting.” 2017. Web. 21 Jul 2019.

Vancouver:

FitzPatrick ER. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Jul 21]. Available from: https://scholarworks.gsu.edu/epse_diss/112.

Council of Science Editors:

FitzPatrick ER. Practice-based Professional Development for Self-regulated Strategy Development: Teaching Students with Learning Disabilities and Other Struggling Writers to Pen Informational Essays Citing Text-based Evidence in an Inclusive Setting. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/112

72. Barto, Brooke. Building a Healthy Climate for Collaboration .

Degree: 2017, California State University – San Marcos

 The study evaluated the preexisting collaborative climate at a public elementary school that implemented inclusive education by integrating students with exceptionality in general education classrooms.… (more)

Subjects/Keywords: inclusive education; collaboration; special education

…school in San Diego County that advocates for inclusive education serving students grades K-5… …creating and maintaining inclusive learning environments in general education settings. The focus… …towards inclusive education has been firmly embedded within a human rights discourse” (p… …inclusive education has achieved, recent research suggests that there remains a significant group… …researchers’ findings on pre-service and in-service teachers’ attitudes towards inclusive education… 

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

APA (6th Edition):

Barto, B. (2017). Building a Healthy Climate for Collaboration . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194721

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):

Barto, Brooke. “Building a Healthy Climate for Collaboration .” 2017. Thesis, California State University – San Marcos. Accessed July 21, 2019. http://hdl.handle.net/10211.3/194721.

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

MLA Handbook (7th Edition):

Barto, Brooke. “Building a Healthy Climate for Collaboration .” 2017. Web. 21 Jul 2019.

Vancouver:

Barto B. Building a Healthy Climate for Collaboration . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10211.3/194721.

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

Council of Science Editors:

Barto B. Building a Healthy Climate for Collaboration . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194721

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


University of Washington

73. Doyle, Lilian. Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau.

Degree: 2018, University of Washington

 An inclusive education setting is one in which students with and without disabilities are able to learn and play in the same educational setting. Inclusion… (more)

Subjects/Keywords: Disability; Inclusion; Inclusive Education; Play; Rousseau; Special Needs; Educational philosophy; Accounting; Education

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APA (6th Edition):

Doyle, L. (2018). Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/42096

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):

Doyle, Lilian. “Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau.” 2018. Thesis, University of Washington. Accessed July 21, 2019. http://hdl.handle.net/1773/42096.

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

MLA Handbook (7th Edition):

Doyle, Lilian. “Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau.” 2018. Web. 21 Jul 2019.

Vancouver:

Doyle L. Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau. [Internet] [Thesis]. University of Washington; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1773/42096.

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

Council of Science Editors:

Doyle L. Fair Play: Play and Community in Inclusive Settings, Considered Through the Philosophies of John Dewey and Jean-Jacques Rousseau. [Thesis]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42096

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


University of South Africa

74. Haihambo, Cynthy. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .

Degree: 2010, University of South Africa

 This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies,… (more)

Subjects/Keywords: Inclusive education; Students with disabilities; Visual impairment; Physical disability; Special needs education

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

APA (6th Edition):

Haihambo, C. (2010). Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3702

Chicago Manual of Style (16th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Doctoral Dissertation, University of South Africa. Accessed July 21, 2019. http://hdl.handle.net/10500/3702.

MLA Handbook (7th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Web. 21 Jul 2019.

Vancouver:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10500/3702.

Council of Science Editors:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3702


University of Johannesburg

75. Warren, Samantha. A best practice case of a school-based support team in an inclusive LSEN secondary school.

Degree: 2012, University of Johannesburg

M.Ed.

With the changes in the „new South Africa‟ came a change of approach in the curriculum from content-based to outcome-based, with the movement to… (more)

Subjects/Keywords: Special education - South Africa; Inclusive education - South Africa; School support teams - South Africa

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

APA (6th Edition):

Warren, S. (2012). A best practice case of a school-based support team in an inclusive LSEN secondary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5037

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):

Warren, Samantha. “A best practice case of a school-based support team in an inclusive LSEN secondary school.” 2012. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/5037.

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

MLA Handbook (7th Edition):

Warren, Samantha. “A best practice case of a school-based support team in an inclusive LSEN secondary school.” 2012. Web. 21 Jul 2019.

Vancouver:

Warren S. A best practice case of a school-based support team in an inclusive LSEN secondary school. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/5037.

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

Council of Science Editors:

Warren S. A best practice case of a school-based support team in an inclusive LSEN secondary school. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5037

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

76. Delaporte, Jean-Noël. Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition.

Degree: Docteur es, Sociologie, 2017, Paris Sciences et Lettres

Dès sa création, en 1909, l'enseignement spécialisé se situe entre l'application de règles collectives et la considération de situations particulières. Si ce secteur n'a pas… (more)

Subjects/Keywords: Ecole; Inclusion; Reconnaissance; Intégration; Enseignement spécialisé; School; Inclusive education; Recognition; Integration; Special education

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APA (6th Edition):

Delaporte, J. (2017). Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition. (Doctoral Dissertation). Paris Sciences et Lettres. Retrieved from http://www.theses.fr/2017PSLEP026

Chicago Manual of Style (16th Edition):

Delaporte, Jean-Noël. “Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition.” 2017. Doctoral Dissertation, Paris Sciences et Lettres. Accessed July 21, 2019. http://www.theses.fr/2017PSLEP026.

MLA Handbook (7th Edition):

Delaporte, Jean-Noël. “Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition.” 2017. Web. 21 Jul 2019.

Vancouver:

Delaporte J. Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition. [Internet] [Doctoral dissertation]. Paris Sciences et Lettres; 2017. [cited 2019 Jul 21]. Available from: http://www.theses.fr/2017PSLEP026.

Council of Science Editors:

Delaporte J. Ecole et enseignement spécialisé : de la séparation à la reconnaissance : School and special education : from separation to recognition. [Doctoral Dissertation]. Paris Sciences et Lettres; 2017. Available from: http://www.theses.fr/2017PSLEP026


University of Missouri – Columbia

77. Muente, Kari A. Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.

Degree: 2017, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This research study looked at how three high school preservice social studies teachers, from three… (more)

Subjects/Keywords: Social sciences  – Study and teaching (Secondary); Inclusive education; Children with disabilities; Special education

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

APA (6th Edition):

Muente, K. A. (2017). Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61888

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):

Muente, Kari A. “Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.” 2017. Thesis, University of Missouri – Columbia. Accessed July 21, 2019. http://hdl.handle.net/10355/61888.

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

MLA Handbook (7th Edition):

Muente, Kari A. “Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.” 2017. Web. 21 Jul 2019.

Vancouver:

Muente KA. Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10355/61888.

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

Council of Science Editors:

Muente KA. Secondary-level social studies pedagogical planning to inclusive practices: how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61888

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

78. Chen, Weiwei Chen. Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China.

Degree: 2016, University of California – eScholarship, University of California

 The dissertation study is focused on an investigation of the attitudes on inclusive education and the Chinese approximation of it—the “Learning in Regular Classrooms” (LRC)… (more)

Subjects/Keywords: Special education; Advocacy; China; Disabilities; Inclusive education; "Learning in Regular Classes" (LRC); Parents' perspectives

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APA (6th Edition):

Chen, W. C. (2016). Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/7h15059f

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):

Chen, Weiwei Chen. “Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China.” 2016. Thesis, University of California – eScholarship, University of California. Accessed July 21, 2019. http://www.escholarship.org/uc/item/7h15059f.

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

MLA Handbook (7th Edition):

Chen, Weiwei Chen. “Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China.” 2016. Web. 21 Jul 2019.

Vancouver:

Chen WC. Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/7h15059f.

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

Council of Science Editors:

Chen WC. Perspectives of Parents of Children with Autism or Intellectual Disability on Inclusive Education in Urban China. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/7h15059f

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

79. Arroja, Maria do Céu Martins. Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

Relatório de Estágio realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção… (more)

Subjects/Keywords: Necessidades educativas especiais; Educação inclusiva; Escola inclusiva; Prática pedagógica; Special educational needs; Inclusive education; Inclusive school; Pedagogical practice

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

APA (6th Edition):

Arroja, M. d. C. M. (2017). Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8208

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):

Arroja, Maria do Céu Martins. “Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed July 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8208.

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

MLA Handbook (7th Edition):

Arroja, Maria do Céu Martins. “Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar.” 2017. Web. 21 Jul 2019.

Vancouver:

Arroja MdCM. Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2019 Jul 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8208.

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

Council of Science Editors:

Arroja MdCM. Concepções de professores do 1.º e 2.º ciclos do ensino básico sobre a inclusão escolar. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8208

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

80. Rubinoff, Teri Seyna. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.

Degree: PhD, Education, 2017, York University

 Teacher education programs have a responsibility to prepare teachers to support the diverse learning needs of students. However, this rarely includes critical examination of constructions… (more)

Subjects/Keywords: Teacher education; Critical disability studies; Disability studies in education; History of education; Inclusion; Inclusive education; Ontario; Special education; Teacher education

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

APA (6th Edition):

Rubinoff, T. S. (2017). Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33583

Chicago Manual of Style (16th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Doctoral Dissertation, York University. Accessed July 21, 2019. http://hdl.handle.net/10315/33583.

MLA Handbook (7th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Web. 21 Jul 2019.

Vancouver:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10315/33583.

Council of Science Editors:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33583


University of Zululand

81. Ochiogu, Stella Ngozi. Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District .

Degree: 2015, University of Zululand

 One of the objectives of setting up a special needs school system in South Africa (SA) was to ensure that children with learning disabilities and… (more)

Subjects/Keywords: psychological well being  – special needs school  – teachers  – learners  – learning disabilities  – inclusive education system

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

APA (6th Edition):

Ochiogu, S. N. (2015). Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1424

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):

Ochiogu, Stella Ngozi. “Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District .” 2015. Thesis, University of Zululand. Accessed July 21, 2019. http://hdl.handle.net/10530/1424.

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

MLA Handbook (7th Edition):

Ochiogu, Stella Ngozi. “Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District .” 2015. Web. 21 Jul 2019.

Vancouver:

Ochiogu SN. Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10530/1424.

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

Council of Science Editors:

Ochiogu SN. Teachers’ knowledge of their learners’ psychological well-being at a special school In Uthungulu District . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1424

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

82. Carla Di Benedetto Anção. Educação inclusiva : análise de textos e contextos.

Degree: 2008, Universidade Estadual de Londrina

A presente pesquisa teve como objetivo realizar uma investigação do processo de inclusão dos alunos com necessidades educacionais especiais, mediante o estudo da legislação que… (more)

Subjects/Keywords: Educação inclusiva; Educação especial; Políticas educacionais; Inclusive education; Educational politics; Special educational

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

APA (6th Edition):

Anção, C. D. B. (2008). Educação inclusiva : análise de textos e contextos. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000130057

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):

Anção, Carla Di Benedetto. “Educação inclusiva : análise de textos e contextos.” 2008. Thesis, Universidade Estadual de Londrina. Accessed July 21, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000130057.

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

MLA Handbook (7th Edition):

Anção, Carla Di Benedetto. “Educação inclusiva : análise de textos e contextos.” 2008. Web. 21 Jul 2019.

Vancouver:

Anção CDB. Educação inclusiva : análise de textos e contextos. [Internet] [Thesis]. Universidade Estadual de Londrina; 2008. [cited 2019 Jul 21]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000130057.

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

Council of Science Editors:

Anção CDB. Educação inclusiva : análise de textos e contextos. [Thesis]. Universidade Estadual de Londrina; 2008. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000130057

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

83. Andrade, Ana Maria Santos Tente de. Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas.

Degree: 2013, RCAAP

Este estudo aborda a questão da inclusão de crianças e jovens com necessidades educativas especiais no primeiro e segundo ciclos, do ensino público. Esta investigação… (more)

Subjects/Keywords: Inclusão; Escola inclusiva; Necessidades Educativas Especiais; Inclusion; Inclusive education; Special educational needs

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APA (6th Edition):

Andrade, A. M. S. T. d. (2013). Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10732

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):

Andrade, Ana Maria Santos Tente de. “Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas.” 2013. Thesis, RCAAP. Accessed July 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10732.

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

MLA Handbook (7th Edition):

Andrade, Ana Maria Santos Tente de. “Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas.” 2013. Web. 21 Jul 2019.

Vancouver:

Andrade AMSTd. Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Jul 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10732.

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

Council of Science Editors:

Andrade AMSTd. Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10732

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


Siauliai University

84. Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.

Degree: Master, Educology, 2012, Siauliai University

Magistro darbe atlikta inkliuzinio ugdymo ir bendradarbiavimo sampratos bei ypatumų analizė. Iškelta hipotezė, jog pedagogai stengiasi tarpusavyje kurti kryptingus ir konstruktyvius bendradarbiavimo ryšius. Anketinės apklausos… (more)

Subjects/Keywords: Inkliuzinis ugdymas; Bendradarbiavimas; Specialieji ugdymosi poreikiai; Inclusive education; Collaboration; Special educational needs

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APA (6th Edition):

Venclovaitė, Indrė. (2012). Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste. (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Venclovaitė, Indrė. “Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.” 2012. Masters Thesis, Siauliai University. Accessed July 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Venclovaitė, Indrė. “Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.” 2012. Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste. [Internet] [Masters thesis]. Siauliai University; 2012. [cited 2019 Jul 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste. [Masters Thesis]. Siauliai University; 2012. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Siauliai University

85. Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.

Degree: Master, Sociology, 2011, Siauliai University

Magistro darbe tirta, kaip mokykla yra pasirengusi ugdyti vaikus, turinčius negalę. Analizuoti teisės aktai, reglamentuojantys mokinių, turinčių negalę, ugdymą inkliuzinėje mokykloje, taip pat atlikta teorinė… (more)

Subjects/Keywords: Specialieji ugdymosi poreikiai; Negalė; Inkliuzinis ugdymas; Special educational needs; Disability; Inclusive education

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APA (6th Edition):

Jurkonienė, Nijolė. (2011). Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę. (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Jurkonienė, Nijolė. “Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.” 2011. Masters Thesis, Siauliai University. Accessed July 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Jurkonienė, Nijolė. “Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.” 2011. Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę. [Internet] [Masters thesis]. Siauliai University; 2011. [cited 2019 Jul 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę. [Masters Thesis]. Siauliai University; 2011. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Curtin University of Technology

86. 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 July 21, 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. 21 Jul 2019.

Vancouver:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Internet] [Thesis]. Curtin University of Technology; 2002. [cited 2019 Jul 21]. 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


Kristianstad University

87. Fredriksson, Karin. Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv.

Degree: Education and Environment, 2015, Kristianstad University

  Sverige utmärker sig internationellt genom att erbjuda en särskild skolform för elever med utvecklingsstörning. Begreppet "en skola för alla" har debatterats flitigt under årens… (more)

Subjects/Keywords: Delaktighet; elevperspektiv; en skola för alla; inclusive; inkludering; integrering; sociokulturellt perspektiv; special education; utvecklingsstörning

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APA (6th Edition):

Fredriksson, K. (2015). Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-14452

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):

Fredriksson, Karin. “Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv.” 2015. Thesis, Kristianstad University. Accessed July 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-14452.

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

MLA Handbook (7th Edition):

Fredriksson, Karin. “Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv.” 2015. Web. 21 Jul 2019.

Vancouver:

Fredriksson K. Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv. [Internet] [Thesis]. Kristianstad University; 2015. [cited 2019 Jul 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-14452.

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

Council of Science Editors:

Fredriksson K. Visionen är EN skola för ALLA - Utmaningar på vägen : En kvalitativ fallstudie ur ett elevperspektiv. [Thesis]. Kristianstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-14452

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


North-West University

88. Plaatjies, Neil Bertram. Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies .

Degree: 2011, North-West University

 The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive(more)

Subjects/Keywords: Intermediate phase educators; Inclusive education; Learners with special educational needs; Learner diversity; Learning support

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APA (6th Edition):

Plaatjies, N. B. (2011). Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8298

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):

Plaatjies, Neil Bertram. “Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies .” 2011. Thesis, North-West University. Accessed July 21, 2019. http://hdl.handle.net/10394/8298.

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

MLA Handbook (7th Edition):

Plaatjies, Neil Bertram. “Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies .” 2011. Web. 21 Jul 2019.

Vancouver:

Plaatjies NB. Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10394/8298.

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

Council of Science Editors:

Plaatjies NB. Die ervaring van intermediêrefase-opvoeders in die George-omgewing van die implementering van inklusiewe onderwys / Neil Bertram Plaatjies . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8298

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


University of South Africa

89. Mbelu, Sifiso Emmanuel. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .

Degree: 2011, University of South Africa

 The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for… (more)

Subjects/Keywords: Inclusive education; Learning barriers; Underachievers; Cooperative learning; Learning support network; Special schools; Remediation

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

APA (6th Edition):

Mbelu, S. E. (2011). Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5349

Chicago Manual of Style (16th Edition):

Mbelu, Sifiso Emmanuel. “Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .” 2011. Masters Thesis, University of South Africa. Accessed July 21, 2019. http://hdl.handle.net/10500/5349.

MLA Handbook (7th Edition):

Mbelu, Sifiso Emmanuel. “Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal .” 2011. Web. 21 Jul 2019.

Vancouver:

Mbelu SE. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10500/5349.

Council of Science Editors:

Mbelu SE. Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5349


University of North Carolina – Greensboro

90. Bost, Julie Irene. How individualized education plan team members determine least restrictive environment and educational placement.

Degree: 2015, University of North Carolina – Greensboro

 The purpose of this study was to explore how individualized education plan (IEP) teams determine least restrictive environment (LRE) and educational placement. This interview-based study… (more)

Subjects/Keywords: Individualized education programs; Individualized instruction; Special education; Inclusive education; Mainstreaming in education; Students with disabilities – Education

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

APA (6th Edition):

Bost, J. I. (2015). How individualized education plan team members determine least restrictive environment and educational placement. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18881

Chicago Manual of Style (16th Edition):

Bost, Julie Irene. “How individualized education plan team members determine least restrictive environment and educational placement.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18881.

MLA Handbook (7th Edition):

Bost, Julie Irene. “How individualized education plan team members determine least restrictive environment and educational placement.” 2015. Web. 21 Jul 2019.

Vancouver:

Bost JI. How individualized education plan team members determine least restrictive environment and educational placement. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Jul 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18881.

Council of Science Editors:

Bost JI. How individualized education plan team members determine least restrictive environment and educational placement. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18881

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