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You searched for subject:(Inclusive education). Showing records 1 – 30 of 214 total matches.

[1] [2] [3] [4] [5] [6] [7] [8]

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University of Wisconsin – Oshkosh

1. Capetillo-Pena, Bobbie Jo. Attitudes and beliefs towards inclusion in today's schools.

Degree: MSin Education, Special and Early Childhood Education, 2018, University of Wisconsin – Oshkosh

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Education

The… (more)

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Capetillo-Pena, B. J. (2018). Attitudes and beliefs towards inclusion in today's schools. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/78725

Chicago Manual of Style (16th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Masters Thesis, University of Wisconsin – Oshkosh. Accessed June 20, 2019. http://digital.library.wisc.edu/1793/78725.

MLA Handbook (7th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Web. 20 Jun 2019.

Vancouver:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2018. [cited 2019 Jun 20]. Available from: http://digital.library.wisc.edu/1793/78725.

Council of Science Editors:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Masters Thesis]. University of Wisconsin – Oshkosh; 2018. Available from: http://digital.library.wisc.edu/1793/78725

2. Bedford, Amanda. How to Implement an Inclusive Classroom .

Degree: 2015, California State University – San Marcos

 The rationale for this project is to create a user-friendly manual for general education teachers on how to create a clear vision as to how… (more)

Subjects/Keywords: Inclusive education; inclusive educational strategies; inclusive classroom

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APA (6th Edition):

Bedford, A. (2015). How to Implement an Inclusive Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143398

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):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Thesis, California State University – San Marcos. Accessed June 20, 2019. http://hdl.handle.net/10211.3/143398.

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

MLA Handbook (7th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Web. 20 Jun 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10211.3/143398.

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

Council of Science Editors:

Bedford A. How to Implement an Inclusive Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143398

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


University of Wisconsin – Stout

3. Alexander, Jack. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Alexander, J. (2001). Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811

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):

Alexander, Jack. “Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.” 2001. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811.

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

MLA Handbook (7th Edition):

Alexander, Jack. “Concerns of middle and high school teachers toward inclusion of students with exceptional education needs.” 2001. Web. 20 Jun 2019.

Vancouver:

Alexander J. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811.

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

Council of Science Editors:

Alexander J. Concerns of middle and high school teachers toward inclusion of students with exceptional education needs. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf ; http://digital.library.wisc.edu/1793/39811

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


University of Wisconsin – Stout

4. Pierce, LaRue A. High school special needs students attitudes about inclusion.

Degree: 2000, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Pierce, L. A. (2000). High school special needs students attitudes about inclusion. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf ; http://digital.library.wisc.edu/1793/39661

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):

Pierce, LaRue A. “High school special needs students attitudes about inclusion.” 2000. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf ; http://digital.library.wisc.edu/1793/39661.

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

MLA Handbook (7th Edition):

Pierce, LaRue A. “High school special needs students attitudes about inclusion.” 2000. Web. 20 Jun 2019.

Vancouver:

Pierce LA. High school special needs students attitudes about inclusion. [Internet] [Thesis]. University of Wisconsin – Stout; 2000. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf ; http://digital.library.wisc.edu/1793/39661.

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

Council of Science Editors:

Pierce LA. High school special needs students attitudes about inclusion. [Thesis]. University of Wisconsin – Stout; 2000. Available from: http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf ; http://digital.library.wisc.edu/1793/39661

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


University of Wisconsin – Stout

5. Laher, Sue. A study of the attitudes of high school special education students towards inclusion.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Laher, S. (2001). A study of the attitudes of high school special education students towards inclusion. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf ; http://digital.library.wisc.edu/1793/40027

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):

Laher, Sue. “A study of the attitudes of high school special education students towards inclusion.” 2001. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf ; http://digital.library.wisc.edu/1793/40027.

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

MLA Handbook (7th Edition):

Laher, Sue. “A study of the attitudes of high school special education students towards inclusion.” 2001. Web. 20 Jun 2019.

Vancouver:

Laher S. A study of the attitudes of high school special education students towards inclusion. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf ; http://digital.library.wisc.edu/1793/40027.

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

Council of Science Editors:

Laher S. A study of the attitudes of high school special education students towards inclusion. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf ; http://digital.library.wisc.edu/1793/40027

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


University of Wisconsin – Stout

6. Larson, Shawna A. Senior teacher perceptions towards inclusion.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Larson, S. A. (2001). Senior teacher perceptions towards inclusion. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001larsons.pdf ; http://digital.library.wisc.edu/1793/40029

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):

Larson, Shawna A. “Senior teacher perceptions towards inclusion.” 2001. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2001/2001larsons.pdf ; http://digital.library.wisc.edu/1793/40029.

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

MLA Handbook (7th Edition):

Larson, Shawna A. “Senior teacher perceptions towards inclusion.” 2001. Web. 20 Jun 2019.

Vancouver:

Larson SA. Senior teacher perceptions towards inclusion. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001larsons.pdf ; http://digital.library.wisc.edu/1793/40029.

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

Council of Science Editors:

Larson SA. Senior teacher perceptions towards inclusion. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001larsons.pdf ; http://digital.library.wisc.edu/1793/40029

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


University of Wisconsin – Stout

7. Pawlowicz, Bruce. The effects of inclusion on general education students.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Pawlowicz, B. (2001). The effects of inclusion on general education students. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001pawlowiczb.pdf ; http://digital.library.wisc.edu/1793/40113

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):

Pawlowicz, Bruce. “The effects of inclusion on general education students.” 2001. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2001/2001pawlowiczb.pdf ; http://digital.library.wisc.edu/1793/40113.

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

MLA Handbook (7th Edition):

Pawlowicz, Bruce. “The effects of inclusion on general education students.” 2001. Web. 20 Jun 2019.

Vancouver:

Pawlowicz B. The effects of inclusion on general education students. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001pawlowiczb.pdf ; http://digital.library.wisc.edu/1793/40113.

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

Council of Science Editors:

Pawlowicz B. The effects of inclusion on general education students. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001pawlowiczb.pdf ; http://digital.library.wisc.edu/1793/40113

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


University of Wisconsin – Stout

8. Shier, Emily. Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations.

Degree: 2002, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Shier, E. (2002). Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/40645 ; http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf

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):

Shier, Emily. “Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations.” 2002. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://digital.library.wisc.edu/1793/40645 ; http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.

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

MLA Handbook (7th Edition):

Shier, Emily. “Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations.” 2002. Web. 20 Jun 2019.

Vancouver:

Shier E. Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2019 Jun 20]. Available from: http://digital.library.wisc.edu/1793/40645 ; http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.

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

Council of Science Editors:

Shier E. Preparing future educators to support inclusion: college students' attitudes following pre-professional preparations. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://digital.library.wisc.edu/1793/40645 ; http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf

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


University of Wisconsin – Stout

9. Olson, Jennifer Marie. Special education and general education teacher attitudes toward inclusion.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Olson, J. M. (2003). Special education and general education teacher attitudes toward inclusion. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf ; http://digital.library.wisc.edu/1793/40995

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):

Olson, Jennifer Marie. “Special education and general education teacher attitudes toward inclusion.” 2003. Thesis, University of Wisconsin – Stout. Accessed June 20, 2019. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf ; http://digital.library.wisc.edu/1793/40995.

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

MLA Handbook (7th Edition):

Olson, Jennifer Marie. “Special education and general education teacher attitudes toward inclusion.” 2003. Web. 20 Jun 2019.

Vancouver:

Olson JM. Special education and general education teacher attitudes toward inclusion. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Jun 20]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf ; http://digital.library.wisc.edu/1793/40995.

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

Council of Science Editors:

Olson JM. Special education and general education teacher attitudes toward inclusion. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf ; http://digital.library.wisc.edu/1793/40995

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed June 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 20 Jun 2019.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Jun 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

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


Syracuse University

11. Tracy-Bronson, Chelsea P. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.

Degree: PhD, Teaching and Leadership, 2018, Syracuse University

  Considering six million children ages six through 21 receive special education services in the United States (Department of Education, 2017), it is critical to… (more)

Subjects/Keywords: District-Level Inclusive Education; Educational Leadership; Inclusion; Inclusive Education; Special Education; Special Education Leadership; Education

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APA (6th Edition):

Tracy-Bronson, C. P. (2018). Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/880

Chicago Manual of Style (16th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Doctoral Dissertation, Syracuse University. Accessed June 20, 2019. https://surface.syr.edu/etd/880.

MLA Handbook (7th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Web. 20 Jun 2019.

Vancouver:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Internet] [Doctoral dissertation]. Syracuse University; 2018. [cited 2019 Jun 20]. Available from: https://surface.syr.edu/etd/880.

Council of Science Editors:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Doctoral Dissertation]. Syracuse University; 2018. Available from: https://surface.syr.edu/etd/880

12. Ruth, Brent. Creating a Fully Inclusive Playground Setting .

Degree: 2017, California State University – San Marcos

 Currently, many students with disabilities are being observed playing by themselves on the playground. Some educators believe the reasoning behind this behavior is students with… (more)

Subjects/Keywords: Inclusive education; social skills; hidden curriculum; inclusive playground; Students with disabilities

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APA (6th Edition):

Ruth, B. (2017). Creating a Fully Inclusive Playground Setting . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194670

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):

Ruth, Brent. “Creating a Fully Inclusive Playground Setting .” 2017. Thesis, California State University – San Marcos. Accessed June 20, 2019. http://hdl.handle.net/10211.3/194670.

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

MLA Handbook (7th Edition):

Ruth, Brent. “Creating a Fully Inclusive Playground Setting .” 2017. Web. 20 Jun 2019.

Vancouver:

Ruth B. Creating a Fully Inclusive Playground Setting . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10211.3/194670.

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

Council of Science Editors:

Ruth B. Creating a Fully Inclusive Playground Setting . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194670

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


University of Arizona

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

Degree: 2017, University of Arizona

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Doctoral Dissertation, University of Arizona. Accessed June 20, 2019. http://hdl.handle.net/10150/624294.

MLA Handbook (7th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Web. 20 Jun 2019.

Vancouver:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10150/624294.

Council of Science Editors:

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

14. Latino, Nicole Marie. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.

Degree: PhD, Higher Education, 2010, U of Denver

  This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized… (more)

Subjects/Keywords: Construction of whiteness; Critical Race Theory; Inclusive excellence; Inclusive leadership; White inclusive leaders; Education; Higher Education

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APA (6th Edition):

Latino, N. M. (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/354

Chicago Manual of Style (16th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Doctoral Dissertation, U of Denver. Accessed June 20, 2019. https://digitalcommons.du.edu/etd/354.

MLA Handbook (7th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Web. 20 Jun 2019.

Vancouver:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Jun 20]. Available from: https://digitalcommons.du.edu/etd/354.

Council of Science Editors:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/354


Temple University

15. Moore, Carl Stanley. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.

Degree: PhD, 2013, Temple University

Urban Education

Using universal design instruction (UDI) as a framework, this study explores the inclusive teaching practices of four award-winning humanities and social sciences faculty… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Moore, C. S. (2013). Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216599

Chicago Manual of Style (16th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,216599.

MLA Handbook (7th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Web. 20 Jun 2019.

Vancouver:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599.

Council of Science Editors:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed June 20, 2019. http://hdl.handle.net/1969.6/3804.

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

MLA Handbook (7th Edition):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Web. 20 Jun 2019.

Vancouver:

Rivera RK. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.6/3804.

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

Council of Science Editors:

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

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


Central Connecticut State University

17. DeLeeuw, Judy A., 1957-. A case study of change : implementing full inclusion in a middle school.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

 This mixed methods instrumental case study examined an educational change process in a middle school to inclusive practices for students with disabilities. Educational change continues… (more)

Subjects/Keywords: Educational change; Inclusive education; Middle school teaching

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

APA (6th Edition):

DeLeeuw, Judy A., 1. (2012). A case study of change : implementing full inclusion in a middle school. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1762

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):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Thesis, Central Connecticut State University. Accessed June 20, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1762.

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

MLA Handbook (7th Edition):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Web. 20 Jun 2019.

Vancouver:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 20]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762.

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

Council of Science Editors:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762

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


University of Minnesota

18. Schuelka, Matthew John. Constructing disability in Bhutan: schools, structures, policies, and global discourses.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 Bhutan is a small country in the Himalaya that has experienced rapid societal changes in the past 60 years. Perhaps the most significant change in… (more)

Subjects/Keywords: Bhutan; Disability; Inclusive Education; Vertical Case Study

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

APA (6th Edition):

Schuelka, M. J. (2014). Constructing disability in Bhutan: schools, structures, policies, and global discourses. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162690

Chicago Manual of Style (16th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Doctoral Dissertation, University of Minnesota. Accessed June 20, 2019. http://hdl.handle.net/11299/162690.

MLA Handbook (7th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Web. 20 Jun 2019.

Vancouver:

Schuelka MJ. Constructing disability in Bhutan: schools, structures, policies, and global discourses. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/11299/162690.

Council of Science Editors:

Schuelka MJ. Constructing disability in Bhutan: schools, structures, policies, and global discourses. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162690

19. Desutter, Keri Lynne. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers' perceptions of preparedness and competence for teaching in inclusive(more)

Subjects/Keywords: Inclusive education; Novice teachers; Teacher preparation

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

APA (6th Edition):

Desutter, K. L. (2015). Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1763

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed June 20, 2019. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 20 Jun 2019.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jun 20]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1763


University of Arizona

20. Bailey-Jones, Tsuru. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .

Degree: 2018, University of Arizona

 The United States has a long history of resettling refuges in the country. Research indicates that refugee students enter the country and ultimately schools with… (more)

Subjects/Keywords: Inclusive schools; Principal responsiveness; Refugee education

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

APA (6th Edition):

Bailey-Jones, T. (2018). Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627767

Chicago Manual of Style (16th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Doctoral Dissertation, University of Arizona. Accessed June 20, 2019. http://hdl.handle.net/10150/627767.

MLA Handbook (7th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Web. 20 Jun 2019.

Vancouver:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10150/627767.

Council of Science Editors:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627767


Arizona State University

21. Waitoller, Federico Roberto. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.

Degree: PhD, Special Education, 2011, Arizona State University

 One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical… (more)

Subjects/Keywords: Education; Special education; Teacher education; Inclusive education; sociocultural theory; Teacher learning

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

APA (6th Edition):

Waitoller, F. R. (2011). A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14404

Chicago Manual of Style (16th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 20, 2019. http://repository.asu.edu/items/14404.

MLA Handbook (7th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Web. 20 Jun 2019.

Vancouver:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 20]. Available from: http://repository.asu.edu/items/14404.

Council of Science Editors:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14404


University of Kansas

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed June 20, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 20 Jun 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

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


Miami University

23. Kilgore, Jenny. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.

Degree: PhD, Educational Leadership, 2006, Miami University

 A report sponsored by the U.S. Department of Education (2000) regarding the effectiveness of different aspects of ‘school’ on student learning found that although much… (more)

Subjects/Keywords: inclusive; traditional; homogeneous; heterogeneous; inclusive education

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APA (6th Edition):

Kilgore, J. (2006). RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574

Chicago Manual of Style (16th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Doctoral Dissertation, Miami University. Accessed June 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

MLA Handbook (7th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Web. 20 Jun 2019.

Vancouver:

Kilgore J. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. [Internet] [Doctoral dissertation]. Miami University; 2006. [cited 2019 Jun 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

Council of Science Editors:

Kilgore J. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. [Doctoral Dissertation]. Miami University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574


Arizona State University

24. Ciyer, Aysegul. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.

Degree: PhD, Curriculum and Instruction, 2010, Arizona State University

 According to UNESCO's 2010 survey results of 58 member countries, 34 of the countries had less than 1 percent of children enrolled in special education(more)

Subjects/Keywords: Special Education; Education Policy; Early Childhood Education; globalism; inclusive; Turkey; UNESCO

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APA (6th Edition):

Ciyer, A. (2010). Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8808

Chicago Manual of Style (16th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Doctoral Dissertation, Arizona State University. Accessed June 20, 2019. http://repository.asu.edu/items/8808.

MLA Handbook (7th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Web. 20 Jun 2019.

Vancouver:

Ciyer A. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 Jun 20]. Available from: http://repository.asu.edu/items/8808.

Council of Science Editors:

Ciyer A. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. [Doctoral Dissertation]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8808


SUNY College at Brockport

25. Alkire, Meghan Marie. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  The goal for this study was to create a list of techniques for co-teachers based on the components of co-teaching for which the co-teachers… (more)

Subjects/Keywords: THESIS 2002; special education; inclusive Education; teacher preparation; teaching teams; Education

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APA (6th Edition):

Alkire, M. M. (2010). What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/37

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):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Thesis, SUNY College at Brockport. Accessed June 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/37.

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

MLA Handbook (7th Edition):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Web. 20 Jun 2019.

Vancouver:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Jun 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/37.

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

Council of Science Editors:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/37

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


SUNY College at Brockport

26. McMillan, Nicole M. Inclusive Education: The Benefits and the Obstacles.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The consideration of the benefits and challenges of inclusive education is more than the latest educational trend. It is an ongoing topic of study… (more)

Subjects/Keywords: inclusive education; NCLB; IDEA; LRE; general education; student disability; Education

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APA (6th Edition):

McMillan, N. M. (2008). Inclusive Education: The Benefits and the Obstacles. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/445

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):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Thesis, SUNY College at Brockport. Accessed June 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/445.

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

MLA Handbook (7th Edition):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Web. 20 Jun 2019.

Vancouver:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jun 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/445.

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

Council of Science Editors:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/445

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


Syracuse University

27. Sieger, Katherine. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.

Degree: PhD, Cultural Foundations of Education, 2016, Syracuse University

  This dissertation presents three and a half years of ethnographic data from an “LGBT” charter school. It explores how gender and sexuality appear within… (more)

Subjects/Keywords: Bullying; Critical pedagogy; Heteronormativity; Inclusive education; LGBT students; Education

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APA (6th Edition):

Sieger, K. (2016). Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/594

Chicago Manual of Style (16th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Doctoral Dissertation, Syracuse University. Accessed June 20, 2019. https://surface.syr.edu/etd/594.

MLA Handbook (7th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Web. 20 Jun 2019.

Vancouver:

Sieger K. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Jun 20]. Available from: https://surface.syr.edu/etd/594.

Council of Science Editors:

Sieger K. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/594


Ohio University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Doctoral Dissertation, Ohio University. Accessed June 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

MLA Handbook (7th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Web. 20 Jun 2019.

Vancouver:

Alquraini TA. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Jun 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

Council of Science Editors:

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

29. Morgan, Jennifer Ann. Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder.

Degree: PhD, Exercise and Sport Science, 2013, Oregon State University

 The inclusion of students with disabilities in general physical education (GPE) classes has become a concept and practice that is expected if not always understood.… (more)

Subjects/Keywords: physical education; Inclusive education

inclusive behaviors. Research that focuses specifically on physical education teachers’ self… …education (GPE) teachers’ inclusive behaviors based upon an augmentation of two… …physical education setting, intended student learning revolves around acquisition of motor and… …primary goal of education. Identifying associations between characteristics of teaching and… …diversity. For example, in the physical education setting, teachers should create and implement… 

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

APA (6th Edition):

Morgan, J. A. (2013). Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38573

Chicago Manual of Style (16th Edition):

Morgan, Jennifer Ann. “Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder.” 2013. Doctoral Dissertation, Oregon State University. Accessed June 20, 2019. http://hdl.handle.net/1957/38573.

MLA Handbook (7th Edition):

Morgan, Jennifer Ann. “Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder.” 2013. Web. 20 Jun 2019.

Vancouver:

Morgan JA. Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1957/38573.

Council of Science Editors:

Morgan JA. Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder. [Doctoral Dissertation]. Oregon State University; 2013. Available from: http://hdl.handle.net/1957/38573


University of North Carolina – Greensboro

30. Jordan, Mary Credle. Inclusive leadership in early childhood education: practices and perspectives of program administrators.

Degree: 2015, University of North Carolina – Greensboro

 There is an overwhelming amount of evidence to support the inclusion of children with disabilities as best practice in early childhood education (ECE) programs (Council… (more)

Subjects/Keywords: Inclusive education; Early childhood education – Administration; School administrators; Educational leadership

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

APA (6th Edition):

Jordan, M. C. (2015). Inclusive leadership in early childhood education: practices and perspectives of program administrators. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434

Chicago Manual of Style (16th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed June 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

MLA Handbook (7th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Web. 20 Jun 2019.

Vancouver:

Jordan MC. Inclusive leadership in early childhood education: practices and perspectives of program administrators. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Jun 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

Council of Science Editors:

Jordan MC. Inclusive leadership in early childhood education: practices and perspectives of program administrators. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434

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