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Dept: Special Education

You searched for subject:(Inclusive education). Showing records 1 – 25 of 25 total matches.

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1. Talbert, Kathleen. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.

Degree: PhD, Special Education, 2010, Texas Woman's University

 The purpose of this study was to examine the degree to which teachers and administrators have knowledge of specially designed instruction, to determine the degree… (more)

Subjects/Keywords: Education; Inclusive settings; Specially designed instruction

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APA (6th Edition):

Talbert, K. (2010). Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10513

Chicago Manual of Style (16th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed June 19, 2019. https://twu-ir.tdl.org/handle/11274/10513.

MLA Handbook (7th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Web. 19 Jun 2019.

Vancouver:

Talbert K. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Jun 19]. Available from: https://twu-ir.tdl.org/handle/11274/10513.

Council of Science Editors:

Talbert K. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: https://twu-ir.tdl.org/handle/11274/10513


Arizona State University

2. 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 (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 19, 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. 19 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 19]. 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

3. 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 (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 19, 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. 19 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 19]. 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


Wayne State University

4. Cohen, Jessica. Inclusive Education For Students With Emotional Impairments: Factors For Success.

Degree: PhD, Special Education, 2014, Wayne State University

  Special education policy and practice are ever evolving to best meet the needs of all students in an inclusive environment. Since the implementation the… (more)

Subjects/Keywords: Emotionally Impaired; Inclusion; Inclusive Education; Special Education; Education; Special Education and Teaching

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APA (6th Edition):

Cohen, J. (2014). Inclusive Education For Students With Emotional Impairments: Factors For Success. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/879

Chicago Manual of Style (16th Edition):

Cohen, Jessica. “Inclusive Education For Students With Emotional Impairments: Factors For Success.” 2014. Doctoral Dissertation, Wayne State University. Accessed June 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/879.

MLA Handbook (7th Edition):

Cohen, Jessica. “Inclusive Education For Students With Emotional Impairments: Factors For Success.” 2014. Web. 19 Jun 2019.

Vancouver:

Cohen J. Inclusive Education For Students With Emotional Impairments: Factors For Success. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2019 Jun 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/879.

Council of Science Editors:

Cohen J. Inclusive Education For Students With Emotional Impairments: Factors For Success. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/879


University of Kansas

5. Love, Hailey Rena. Understanding High-Quality Inclusive Education Across Early Childhood Settings.

Degree: PhD, Special Education, 2018, University of Kansas

Inclusive education is generally conceptualized as access to learning opportunities, participation with typically-developing peers and adults, and systems-level supports (Division for Early Childhood [DEC] &… (more)

Subjects/Keywords: Special education; Early childhood education; Early Childhood Education; High-Quality; Inclusive Education

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APA (6th Edition):

Love, H. R. (2018). Understanding High-Quality Inclusive Education Across Early Childhood Settings. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27976

Chicago Manual of Style (16th Edition):

Love, Hailey Rena. “Understanding High-Quality Inclusive Education Across Early Childhood Settings.” 2018. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/27976.

MLA Handbook (7th Edition):

Love, Hailey Rena. “Understanding High-Quality Inclusive Education Across Early Childhood Settings.” 2018. Web. 19 Jun 2019.

Vancouver:

Love HR. Understanding High-Quality Inclusive Education Across Early Childhood Settings. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/27976.

Council of Science Editors:

Love HR. Understanding High-Quality Inclusive Education Across Early Childhood Settings. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27976


University of Kansas

6. Beneke, Margaret R. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.

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

 In early childhood contexts, reading literature to engage children in critical discussions about ability and race – and how it impacts their daily lives –… (more)

Subjects/Keywords: Early childhood education; critical discourse analysis; disability; early childhood; inclusive education; race; teacher preparation

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APA (6th Edition):

Beneke, M. R. (2017). Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26118

Chicago Manual of Style (16th Edition):

Beneke, Margaret R. “Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.” 2017. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/26118.

MLA Handbook (7th Edition):

Beneke, Margaret R. “Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.” 2017. Web. 19 Jun 2019.

Vancouver:

Beneke MR. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/26118.

Council of Science Editors:

Beneke MR. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26118


University of Kansas

7. Yu, Ting Iris. Challenging Transition: A Singapore Case Study of a Cultural Concept.

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

 The transition from child to adult is a process that has been widely theorized across different countries and in many different domains in academia. Youth… (more)

Subjects/Keywords: Special education; Multicultural education; Education policy; Cultural Psychology; Emerging Adulthood; Inclusive Education; Singapore; Student Voice; Transition

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APA (6th Edition):

Yu, T. I. (2017). Challenging Transition: A Singapore Case Study of a Cultural Concept. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26470

Chicago Manual of Style (16th Edition):

Yu, Ting Iris. “Challenging Transition: A Singapore Case Study of a Cultural Concept.” 2017. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/26470.

MLA Handbook (7th Edition):

Yu, Ting Iris. “Challenging Transition: A Singapore Case Study of a Cultural Concept.” 2017. Web. 19 Jun 2019.

Vancouver:

Yu TI. Challenging Transition: A Singapore Case Study of a Cultural Concept. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/26470.

Council of Science Editors:

Yu TI. Challenging Transition: A Singapore Case Study of a Cultural Concept. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26470


University of California – Berkeley

8. Golloher, Andrea Noel-Hahn. An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.

Degree: Special Education, 2015, University of California – Berkeley

 The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) has been demonstrated to be effective at increasing both engagement and comprehension during shared… (more)

Subjects/Keywords: Special education; Early childhood education; Reading instruction; Early communication; Early literacy; Inclusive education; Shared reading; Universal design for learning

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APA (6th Edition):

Golloher, A. N. (2015). An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/2gr5p5nv

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):

Golloher, Andrea Noel-Hahn. “An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.” 2015. Thesis, University of California – Berkeley. Accessed June 19, 2019. http://www.escholarship.org/uc/item/2gr5p5nv.

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

MLA Handbook (7th Edition):

Golloher, Andrea Noel-Hahn. “An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.” 2015. Web. 19 Jun 2019.

Vancouver:

Golloher AN. An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Jun 19]. Available from: http://www.escholarship.org/uc/item/2gr5p5nv.

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

Council of Science Editors:

Golloher AN. An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/2gr5p5nv

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


Stockholm University

9. Calabrese, Anna-Letizia. We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment.

Degree: Special Education, 2016, Stockholm University

  The aim of this research is to provide insight into how middle school learners experience an inclusive multicultural learning environment. Increasing diversity is challenging… (more)

Subjects/Keywords: children's voices; diversity; multiculturalism; cultural identity; inclusive education; social interaction; learning environment; special education; sociocultural perspective

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APA (6th Edition):

Calabrese, A. (2016). We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423

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):

Calabrese, Anna-Letizia. “We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment.” 2016. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423.

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

MLA Handbook (7th Edition):

Calabrese, Anna-Letizia. “We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment.” 2016. Web. 19 Jun 2019.

Vancouver:

Calabrese A. We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment. [Internet] [Thesis]. Stockholm University; 2016. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423.

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

Council of Science Editors:

Calabrese A. We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423

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


University of Toledo

10. Smith, DeVona Diana. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.

Degree: MEd, Special Education, 2010, University of Toledo

 Positive attitudes and perceptions about inclusion practices are critical to successful inclusion settings. Childcare providers' comfort levels working with children that have special needs will… (more)

Subjects/Keywords: Special Education; Special Needs; Children; Inclusion; Inclusive childcare; Child Care Providers; Comfort Level; In-Service Trainings

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APA (6th Edition):

Smith, D. D. (2010). Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491

Chicago Manual of Style (16th Edition):

Smith, DeVona Diana. “Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.” 2010. Masters Thesis, University of Toledo. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

MLA Handbook (7th Edition):

Smith, DeVona Diana. “Childcare Providers’ Attitudes about Inclusion of Children with Special Needs.” 2010. Web. 19 Jun 2019.

Vancouver:

Smith DD. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. [Internet] [Masters thesis]. University of Toledo; 2010. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

Council of Science Editors:

Smith DD. Childcare Providers’ Attitudes about Inclusion of Children with Special Needs. [Masters Thesis]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491

11. Mere-Cook, Yvette Rosil. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.

Degree: Doctor of Education (EdD), Special Education, 2016, University of San Francisco

  Results from previous research studies suggest that inclusive settings benefit all learners. However, general education teachers often do not have built in supports within… (more)

Subjects/Keywords: autism spectrum disorder; inclusive education; occupational therapy; sensory diet; sensory processing; sensory regulation; Elementary Education and Teaching; Occupational Therapy; Special Education and Teaching

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APA (6th Edition):

Mere-Cook, Y. R. (2016). Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/315

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):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Thesis, University of San Francisco. Accessed June 19, 2019. https://repository.usfca.edu/diss/315.

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

MLA Handbook (7th Edition):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Web. 19 Jun 2019.

Vancouver:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 19]. Available from: https://repository.usfca.edu/diss/315.

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

Council of Science Editors:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/315

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


Stockholm University

12. Otterdahl, Sara. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.

Degree: Special Education, 2017, Stockholm University

  Instruktioner som hjälper En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram, med utgångspunkt i Galperins teori om stegvist… (more)

Subjects/Keywords: Galperin; orienteringsbas; materiella objekt; symboler; språk; instruktioner; effective instructions; instructional design; lärmiljö; djurutbildningar; animal care education; specialpedagogik; anpassningar; inkludering; inclusive education; Educational Sciences; Utbildningsvetenskap; Pedagogy; Pedagogik; Social Sciences; Samhällsvetenskap

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APA (6th Edition):

Otterdahl, S. (2017). Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392

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):

Otterdahl, Sara. “Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.” 2017. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392.

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

MLA Handbook (7th Edition):

Otterdahl, Sara. “Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.” 2017. Web. 19 Jun 2019.

Vancouver:

Otterdahl S. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. [Internet] [Thesis]. Stockholm University; 2017. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392.

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

Council of Science Editors:

Otterdahl S. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. [Thesis]. Stockholm University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392

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


Wayne State University

13. Marshall-Reed, Estella. The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement.

Degree: EdD, Special Education, 2010, Wayne State University

Subjects/Keywords: Community; Culture; Inclusion; Inclusive Setting; Integration; Special Education; Special Education and Teaching

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APA (6th Edition):

Marshall-Reed, E. (2010). The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/175

Chicago Manual of Style (16th Edition):

Marshall-Reed, Estella. “The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement.” 2010. Doctoral Dissertation, Wayne State University. Accessed June 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/175.

MLA Handbook (7th Edition):

Marshall-Reed, Estella. “The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement.” 2010. Web. 19 Jun 2019.

Vancouver:

Marshall-Reed E. The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Jun 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/175.

Council of Science Editors:

Marshall-Reed E. The Social Interactions Of Students With Disabilties In A 5th Grade Level Inclusive Classroom And The Effect On Academic Achievement. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/175

14. Algolaylat, Ahmad Salem. The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan.

Degree: PhD, Special Education, 2016, Wayne State University

  ABSTRACT THE EVALUATION OF EDUCATIONAL INCLUSION PROGRAMS FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN JORDAN By AHMAD SALEM ALGOLAYLAT August 2016 Advisors: Dr. Marshall Zumberg… (more)

Subjects/Keywords: evaluation; inclusive education; intellectual disability; Jordan; Special Education and Teaching

…82 Appendix D – The Jordanian Inclusive Education Scale… …pertaining to inclusive education for students with intellectual disabilities, including studies… …x29;, "inclusive education is full-time membership of students with disabilities in… …special education and inclusive education. Inclusive Education Problems in Jordan Amr… …services in inclusive education, including:  The lack of teachers who are willing to work… 

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APA (6th Edition):

Algolaylat, A. S. (2016). The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1506

Chicago Manual of Style (16th Edition):

Algolaylat, Ahmad Salem. “The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan.” 2016. Doctoral Dissertation, Wayne State University. Accessed June 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1506.

MLA Handbook (7th Edition):

Algolaylat, Ahmad Salem. “The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan.” 2016. Web. 19 Jun 2019.

Vancouver:

Algolaylat AS. The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Jun 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1506.

Council of Science Editors:

Algolaylat AS. The Evaluation Of Educational Inclusion Programs For Students With Intellectual Disabilities In Jordan. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1506


University of Texas – Austin

15. DeCourcey, Catherine Maureen. Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools.

Degree: Special Education, 2003, University of Texas – Austin

Subjects/Keywords: English language – Composition and exercises – Study and teaching (Primary); Inclusive education

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APA (6th Edition):

DeCourcey, C. M. (2003). Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/537

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):

DeCourcey, Catherine Maureen. “Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools.” 2003. Thesis, University of Texas – Austin. Accessed June 19, 2019. http://hdl.handle.net/2152/537.

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

MLA Handbook (7th Edition):

DeCourcey, Catherine Maureen. “Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools.” 2003. Web. 19 Jun 2019.

Vancouver:

DeCourcey CM. Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools. [Internet] [Thesis]. University of Texas – Austin; 2003. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2152/537.

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

Council of Science Editors:

DeCourcey CM. Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools. [Thesis]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/537

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


Portland State University

16. Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs.

Degree: MS(M.S.) in Special Education, Special Education, 2011, Portland State University

  Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study,… (more)

Subjects/Keywords: Anti-bias curriculum; Teacher perceptions; Special needs; Children with disabilities  – Education (Early childhood); Inclusive education  – Study and teaching (Early childhood); Special education  – Study and teaching (Early childhood); Mainstreaming in education  – Study and teaching (Early childhood)

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APA (6th Edition):

Villines, M. (2011). Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/425

Chicago Manual of Style (16th Edition):

Villines, Meredith. “Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs.” 2011. Masters Thesis, Portland State University. Accessed June 19, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/425.

MLA Handbook (7th Edition):

Villines, Meredith. “Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs.” 2011. Web. 19 Jun 2019.

Vancouver:

Villines M. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Jun 19]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/425.

Council of Science Editors:

Villines M. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. [Masters Thesis]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/425

17. Mitchiner, Melinda Sue. POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM.

Degree: EdD, Special Education, 2014, University of Kansas

 This qualitative single case study explored the relationship between what was predicted and progress of states selected to participate with a national center, 10 months… (more)

Subjects/Keywords: Education; Hexagon Tool; inclusive education; readiness for change; school reform; state selection

…special education, is tasked with providing academic and behavioral support in inclusive… …Table 7: Percentage of Students with Individual Education Programs (IEPs) by State… …Background In recent years, the U.S. Department of Education (USDE) has increased support… …secondary and postsecondary education, leadership, dissemination, dispute resolution, deaf-blind… …behavior, instruction, and inclusive schoolwide reform (National Dissemination Center for… 

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APA (6th Edition):

Mitchiner, M. S. (2014). POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18639

Chicago Manual of Style (16th Edition):

Mitchiner, Melinda Sue. “POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM.” 2014. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/18639.

MLA Handbook (7th Edition):

Mitchiner, Melinda Sue. “POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM.” 2014. Web. 19 Jun 2019.

Vancouver:

Mitchiner MS. POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/18639.

Council of Science Editors:

Mitchiner MS. POST HOC STUDY OF A STATE SELECTION PROCESS TO PREDICT STATE READINESS TO PARTICIPATE IN SCHOOLWIDE INCLUSIVE SCHOOL REFORM. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18639


Stockholm University

18. Ståhl, Maria. Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?.

Degree: Special Education, 2017, Stockholm University

Interest in research for the relationship between physical activity and cognition among children and adolescents has increased substantially in recent years. The positive effects… (more)

Subjects/Keywords: physical activity in the classroom; neuropsychiatric disability; cognition; inclusive education; special education; health promotion and sustainable school development; fysisk aktivitet i klassrummet; NPF; kognition; inkludering; specialpedagogik; hälsofrämjande och hållbar skolutveckling; Pedagogy; Pedagogik

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APA (6th Edition):

Ståhl, M. (2017). Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-154507

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):

Ståhl, Maria. “Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?.” 2017. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-154507.

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

MLA Handbook (7th Edition):

Ståhl, Maria. “Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?.” 2017. Web. 19 Jun 2019.

Vancouver:

Ståhl M. Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?. [Internet] [Thesis]. Stockholm University; 2017. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-154507.

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

Council of Science Editors:

Ståhl M. Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg?. [Thesis]. Stockholm University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-154507

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

19. Tosteberg, Karin Hollström. Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige.

Degree: Special Education, 2013, Stockholm University

Syftet med den här studien har varit att lära känna skolsystemet i utvecklingslandet Tanzania för att kunna ge en bild av vilka möjligheter lärare… (more)

Subjects/Keywords: Literacy; Education; Millennium Goals; Dyslexia; Reading and writing; Tanzania; Sub-Saharan Africa; Inclusive education

…81 Bilaga 4 – De sex målen från The Dakar Framework for Action, Education For All ...82… …success of our education systems. For nowhere in the world has sustained development been… …attained without a well-functioning system education, without universal and sound primary… …education, without an effective higher education and research sector, without equality of… …language are an essential vehicle and bridge to promote quality education, and hence to reduce… 

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APA (6th Edition):

Tosteberg, K. H. (2013). Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88797

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):

Tosteberg, Karin Hollström. “Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige.” 2013. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88797.

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

MLA Handbook (7th Edition):

Tosteberg, Karin Hollström. “Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige.” 2013. Web. 19 Jun 2019.

Vancouver:

Tosteberg KH. Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige. [Internet] [Thesis]. Stockholm University; 2013. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88797.

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

Council of Science Editors:

Tosteberg KH. Skolan i Tanzania med fokus på läs- och skrivsvårigheter : några jämförelser med Sverige. [Thesis]. Stockholm University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88797

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


Stockholm University

20. Söderqvist, Tord. En till en – för alla? : En dator per elev i inkluderande lärmiljöer.

Degree: Special Education, 2016, Stockholm University

Satsningar på en-till-en, det vill säga en dator eller pekplatta per elev, blir allt vanligare i svensk skola, men det finns begränsad forskning om… (more)

Subjects/Keywords: Special Education; ICT; IT; assistive technology; special educational needs; disability; dyslexia; attention deficits; accessibility; participation; inclusive education; school improvement; teacher; junior high school; Specialpedagogik; IKT; IT; alternativa verktyg; kompensatoriska hjälpmedel; funktionsnedsättning; funktionshinder; läs- och skrivsvårigheter; dyslexi; koncentrationssvårigheter; tillgänglighet; delaktighet; inkludering; skolutveckling; lärare; grundskola; Pedagogy; Pedagogik

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

APA (6th Edition):

Söderqvist, T. (2016). En till en – för alla? : En dator per elev i inkluderande lärmiljöer. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166

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):

Söderqvist, Tord. “En till en – för alla? : En dator per elev i inkluderande lärmiljöer.” 2016. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166.

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

MLA Handbook (7th Edition):

Söderqvist, Tord. “En till en – för alla? : En dator per elev i inkluderande lärmiljöer.” 2016. Web. 19 Jun 2019.

Vancouver:

Söderqvist T. En till en – för alla? : En dator per elev i inkluderande lärmiljöer. [Internet] [Thesis]. Stockholm University; 2016. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166.

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

Council of Science Editors:

Söderqvist T. En till en – för alla? : En dator per elev i inkluderande lärmiljöer. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166

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


Stockholm University

21. Addensten, Emelie. Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg.

Degree: Special Education, 2018, Stockholm University

Subjects/Keywords: Förskola; Inkludering; Självreflektionsverktyg; Reflektion; Specialpedagogik; European Agency for Special Needs and Inclusive Education.; Pedagogy; Pedagogik

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APA (6th Edition):

Addensten, E. (2018). Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165915

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):

Addensten, Emelie. “Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg.” 2018. Thesis, Stockholm University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165915.

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

MLA Handbook (7th Edition):

Addensten, Emelie. “Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg.” 2018. Web. 19 Jun 2019.

Vancouver:

Addensten E. Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg. [Internet] [Thesis]. Stockholm University; 2018. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165915.

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

Council of Science Editors:

Addensten E. Självreflektion avseende inkludering i förskolan : Förskollärares upplevelser av ett självreflektionsverktyg. [Thesis]. Stockholm University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165915

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

22. Soundara Raghavan, Nithya. Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India.

Degree: Special Education, 2014, University of Texas – Austin

 Significant changes have been observed in educational reforms in the Indian subcontinent over the last two decades. During this time period, educational policies began to… (more)

Subjects/Keywords: Inclusion of students with disabilities; Inclusion in India; Inclusive education; Perceptions; Case study

…Research Regarding Inclusive Education in the United States..................... 30 Inclusion and… …39 Inclusive education practices and its impact on general and special education teachers… …education classroom instructional practices drew upon special education expertise; inclusive… …the context and implementation of inclusive education in the Indian subcontinent. In the… …inclusive education practices are in place in India (Singal, 2006a). Furthermore, there… 

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APA (6th Edition):

Soundara Raghavan, N. (2014). Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24918

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):

Soundara Raghavan, Nithya. “Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India.” 2014. Thesis, University of Texas – Austin. Accessed June 19, 2019. http://hdl.handle.net/2152/24918.

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

MLA Handbook (7th Edition):

Soundara Raghavan, Nithya. “Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India.” 2014. Web. 19 Jun 2019.

Vancouver:

Soundara Raghavan N. Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2152/24918.

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

Council of Science Editors:

Soundara Raghavan N. Inclusion of students with disabilities : a case study of a private, primary school in an urban city in Southern India. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24918

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

23. Kim, Kyung-Hee, 1964-. Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool.

Degree: Special Education, 2008, University of Texas – Austin

 The purpose of this study was to train teachers and peers to increase social interactions of children who had been identified as having a lack… (more)

Subjects/Keywords: Social skills – Study and teaching (Preschool) – Korea; Inclusive education – Korea; Play

inclusive settings has been a primary policy shift in early childhood special education. As a… …have low selfesteem, and be placed inappropriately in special education (Odom & Diamond… …practicing are required, especially for teachers in inclusive classes (Kohler et al., 1997… …college with either a degree in education or a degree related to education. It may be more… …difficult to apply naturalistic teaching strategies in other early childhood education settings… 

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

APA (6th Edition):

Kim, Kyung-Hee, 1. (2008). Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/17919

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):

Kim, Kyung-Hee, 1964-. “Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool.” 2008. Thesis, University of Texas – Austin. Accessed June 19, 2019. http://hdl.handle.net/2152/17919.

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

MLA Handbook (7th Edition):

Kim, Kyung-Hee, 1964-. “Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool.” 2008. Web. 19 Jun 2019.

Vancouver:

Kim, Kyung-Hee 1. Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2152/17919.

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

Council of Science Editors:

Kim, Kyung-Hee 1. Effects of teacher and peer training on social interactions of children in an inclucive [sic] preschool. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/17919

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

24. Haynes, Heather. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.

Degree: PhD, Special Education, 2012, University of Kansas

 This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide… (more)

Subjects/Keywords: Special education; Reading instruction; Educational leadership; Implementation; Inclusive practices; Multi-tiered systems of supports; Reading improvement; Response to intervention

…number of students identified for special education, namely learning disabilities, as a result… …2005); however, a robust analysis of student referral and special education placement… …instruction published since 1997, when the concept was first implied in special education law, has… …education identification, and sharing the procedures and processes (e.g. professional… …for all students, especially students receiving special education, on a large scale. This… 

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

APA (6th Edition):

Haynes, H. (2012). Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10006

Chicago Manual of Style (16th Edition):

Haynes, Heather. “Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.” 2012. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/10006.

MLA Handbook (7th Edition):

Haynes, Heather. “Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.” 2012. Web. 19 Jun 2019.

Vancouver:

Haynes H. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/10006.

Council of Science Editors:

Haynes H. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10006

25. Koh, hyo jung. Peer-mediated inference making intervention for students with autism spectrum disorders.

Degree: Special Education, 2013, UCLA

 Promoting inference skills of students with poor comprehension has been suggested as an effective reading comprehension strategy (Cain & Oakhill; Cain et al., 2001; Oakhill… (more)

Subjects/Keywords: Special education; Reading instruction; autism spectrum disorders; behavior changes; inclusive instruction; inference making; peer mediation; reading intervention

inclusive education setting. By employing RTI approach, this study will include peers, regardless… …the field of special education 15 years ago. Her dedication to people with disabilities has… …program. ix VITA EDUCATION 2003 Education Specialist Credential Program California State… …Professional Clear Level II Education Specialist Instruction Credential Moderate/Severe Disabilities… …Special Education and Counseling Spring 2012 California State University, Los Angeles Fall 2009… 

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APA (6th Edition):

Koh, h. j. (2013). Peer-mediated inference making intervention for students with autism spectrum disorders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0412r16s

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):

Koh, hyo jung. “Peer-mediated inference making intervention for students with autism spectrum disorders.” 2013. Thesis, UCLA. Accessed June 19, 2019. http://www.escholarship.org/uc/item/0412r16s.

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

MLA Handbook (7th Edition):

Koh, hyo jung. “Peer-mediated inference making intervention for students with autism spectrum disorders.” 2013. Web. 19 Jun 2019.

Vancouver:

Koh hj. Peer-mediated inference making intervention for students with autism spectrum disorders. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jun 19]. Available from: http://www.escholarship.org/uc/item/0412r16s.

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

Council of Science Editors:

Koh hj. Peer-mediated inference making intervention for students with autism spectrum disorders. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/0412r16s

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

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