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University: Massey University

You searched for subject:(Inclusive education). Showing records 1 – 21 of 21 total matches.

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Massey University

1. Padmasiri, Sneha Samindani. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .

Degree: 2015, Massey University

 This qualitative action research project aimed to enhance teachers’ knowledge and practice of inclusion in one secondary school. The study investigated how, through action research,… (more)

Subjects/Keywords: Inclusive education; Communities of practice

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APA (6th Edition):

Padmasiri, S. S. (2015). Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7877

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):

Padmasiri, Sneha Samindani. “Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .” 2015. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/7877.

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

MLA Handbook (7th Edition):

Padmasiri, Sneha Samindani. “Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand .” 2015. Web. 26 Jun 2019.

Vancouver:

Padmasiri SS. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . [Internet] [Thesis]. Massey University; 2015. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/7877.

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

Council of Science Editors:

Padmasiri SS. Working together to teach inclusively : a study on the development of a community of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology, Massey University, Distance Learning, New Zealand . [Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7877

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


Massey University

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

Degree: 2011, Massey University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Moffat, Thecla Kudakwashe. “Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand .” 2011. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/3424.

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

MLA Handbook (7th Edition):

Moffat, Thecla Kudakwashe. “Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand .” 2011. Web. 26 Jun 2019.

Vancouver:

Moffat TK. Inclusion in early childhood settings in Aoteara/New Zealand : a thesis submitted in partial fulfilment of the requirements of the degree of Master of Education (Special education) at Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/3424.

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

Council of Science Editors:

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

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


Massey University

3. Deuninck, Miek W J. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.

Degree: Master of Educational Psychology, 2015, Massey University

 This project utilised interviews and a focus group within an appreciative inquiry framework to gain an understanding of the perspectives of four teacher aides on… (more)

Subjects/Keywords: Teachers' assistants; Inclusive education; New Zealand

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APA (6th Edition):

Deuninck, M. W. J. (2015). An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7552

Chicago Manual of Style (16th Edition):

Deuninck, Miek W J. “An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.” 2015. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/7552.

MLA Handbook (7th Edition):

Deuninck, Miek W J. “An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.” 2015. Web. 26 Jun 2019.

Vancouver:

Deuninck MWJ. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. [Internet] [Masters thesis]. Massey University; 2015. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/7552.

Council of Science Editors:

Deuninck MWJ. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7552


Massey University

4. Khayat, Karen Ruth Chesterton. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .

Degree: 2014, Massey University

 Access to an inclusive education for children who are disabled is internationally agreed to be a basic human right. As such, it has been enshrined… (more)

Subjects/Keywords: Inclusive education; Bahrain; Iraq; Jordan; Middle East

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APA (6th Edition):

Khayat, K. R. C. (2014). Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/8298

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

Chicago Manual of Style (16th Edition):

Khayat, Karen Ruth Chesterton. “Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .” 2014. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/8298.

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

MLA Handbook (7th Edition):

Khayat, Karen Ruth Chesterton. “Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .” 2014. Web. 26 Jun 2019.

Vancouver:

Khayat KRC. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/8298.

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

Council of Science Editors:

Khayat KRC. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/8298

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


Massey University

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

Degree: PhD, Education, 2017, Massey University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Doctoral Dissertation, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/13419.

MLA Handbook (7th Edition):

Holley-Boen, Wendy. “Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand.” 2017. Web. 26 Jun 2019.

Vancouver:

Holley-Boen W. Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/13419.

Council of Science Editors:

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


Massey University

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

Degree: 2013, Massey University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/4344.

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

MLA Handbook (7th Edition):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Web. 26 Jun 2019.

Vancouver:

McIntyre ND. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/4344.

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

Council of Science Editors:

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

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


Massey University

7. Armstrong, Hayley Marie. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .

Degree: 2014, Massey University

 This is a single site qualitative case study to investigate how inclusion is understood, and put into practice in one classroom within a school that… (more)

Subjects/Keywords: Inclusive education; New entrant classroom; Primary school; New Zealand

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

APA (6th Edition):

Armstrong, H. M. (2014). Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6626

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):

Armstrong, Hayley Marie. “Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .” 2014. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/6626.

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

MLA Handbook (7th Edition):

Armstrong, Hayley Marie. “Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand .” 2014. Web. 26 Jun 2019.

Vancouver:

Armstrong HM. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/6626.

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

Council of Science Editors:

Armstrong HM. Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6626

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


Massey University

8. Prohm, Lindsey. Teacher motivation to engage in the individual education plan process.

Degree: Masters of Education (Educational Psychology), 2014, Massey University

 This thesis investigated teachers’ motivation to engage in the IEP process. It examined the key factors that research has identified as influencing teachers motivation and… (more)

Subjects/Keywords: Teachers; Individualised education programs; Individualised instruction; Inclusive education; Teachers; Psychology; Motivation; New Zealand

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APA (6th Edition):

Prohm, L. (2014). Teacher motivation to engage in the individual education plan process. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6689

Chicago Manual of Style (16th Edition):

Prohm, Lindsey. “Teacher motivation to engage in the individual education plan process.” 2014. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/6689.

MLA Handbook (7th Edition):

Prohm, Lindsey. “Teacher motivation to engage in the individual education plan process.” 2014. Web. 26 Jun 2019.

Vancouver:

Prohm L. Teacher motivation to engage in the individual education plan process. [Internet] [Masters thesis]. Massey University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/6689.

Council of Science Editors:

Prohm L. Teacher motivation to engage in the individual education plan process. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6689


Massey University

9. Apers, Cherie. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.

Degree: Master of Educational Psychology, 2016, Massey University

 This research explored five primary school teachers’ perceptions about their preparedness to teach and include students with Autism Spectrum Disorder in a regular classroom. Taking… (more)

Subjects/Keywords: Children with autism spectrum disorders; Education (Elementary); Inclusive education; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

Apers, C. (2016). Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10683

Chicago Manual of Style (16th Edition):

Apers, Cherie. “Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.” 2016. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/10683.

MLA Handbook (7th Edition):

Apers, Cherie. “Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.” 2016. Web. 26 Jun 2019.

Vancouver:

Apers C. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/10683.

Council of Science Editors:

Apers C. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10683


Massey University

10. McKay, Stephanie Elizabeth Mary. The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans.

Degree: Master of Educational Psychology, 2016, Massey University

 There is an increasing amount of literature that examines how teacher agency and self-efficacy influence inclusive education. Research demonstrates that when teachers feel confident in… (more)

Subjects/Keywords: Individualized education programs; Inclusive education; Elementary school teachers; Psychology; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

McKay, S. E. M. (2016). The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11189

Chicago Manual of Style (16th Edition):

McKay, Stephanie Elizabeth Mary. “The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans.” 2016. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/11189.

MLA Handbook (7th Edition):

McKay, Stephanie Elizabeth Mary. “The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans.” 2016. Web. 26 Jun 2019.

Vancouver:

McKay SEM. The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/11189.

Council of Science Editors:

McKay SEM. The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/11189


Massey University

11. Fortier, Marie-Pierre. Inclusion and behavioural difficulties in secondary schools : representations and practices.

Degree: PhD, Education, 2014, Massey University

 Despite a political commitment towards inclusive education, research evidence suggests that barriers to inclusion in New.Zealand remain. Notably, disciplinary practices exclude students from secondary schools.… (more)

Subjects/Keywords: Inclusive education, New Zealand; Special education, New Zealand; Secondary education, New Zealand; Behaviour of school children; Behavioural problems

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

APA (6th Edition):

Fortier, M. (2014). Inclusion and behavioural difficulties in secondary schools : representations and practices. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6455

Chicago Manual of Style (16th Edition):

Fortier, Marie-Pierre. “Inclusion and behavioural difficulties in secondary schools : representations and practices.” 2014. Doctoral Dissertation, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/6455.

MLA Handbook (7th Edition):

Fortier, Marie-Pierre. “Inclusion and behavioural difficulties in secondary schools : representations and practices.” 2014. Web. 26 Jun 2019.

Vancouver:

Fortier M. Inclusion and behavioural difficulties in secondary schools : representations and practices. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/6455.

Council of Science Editors:

Fortier M. Inclusion and behavioural difficulties in secondary schools : representations and practices. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6455


Massey University

12. Attwood, Sophia. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .

Degree: 2017, Massey University

 The exclusion of students who experience disability is a social justice issue that persists in New Zealand despite efforts to establish a fully inclusive education(more)

Subjects/Keywords: High school teachers; Training of; Inclusive education; Preparedness; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

Attwood, S. (2017). Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13400

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):

Attwood, Sophia. “Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .” 2017. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/13400.

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

MLA Handbook (7th Edition):

Attwood, Sophia. “Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .” 2017. Web. 26 Jun 2019.

Vancouver:

Attwood S. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . [Internet] [Thesis]. Massey University; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/13400.

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

Council of Science Editors:

Attwood S. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/13400

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


Massey University

13. Billington, Pamela. Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University .

Degree: 2000, Massey University

 Current trends in New Zealand schools for the teaching of students with special abilities, learning difficulties, or metacognitive deficits are to retain these 'special needs'… (more)

Subjects/Keywords: New Zealand; Inclusive education; Exceptional children; Education, Elementary

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

APA (6th Edition):

Billington, P. (2000). Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10453

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):

Billington, Pamela. “Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University .” 2000. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/10453.

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

MLA Handbook (7th Edition):

Billington, Pamela. “Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University .” 2000. Web. 26 Jun 2019.

Vancouver:

Billington P. Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University . [Internet] [Thesis]. Massey University; 2000. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/10453.

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

Council of Science Editors:

Billington P. Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University . [Thesis]. Massey University; 2000. Available from: http://hdl.handle.net/10179/10453

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


Massey University

14. Kearney, Alison. Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools.

Degree: PhD, Education, 2009, Massey University

 Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon.… (more)

Subjects/Keywords: Students with disabilities; Disabled students; Marginalisation; Exclusion; Inclusive education

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APA (6th Edition):

Kearney, A. (2009). Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/876

Chicago Manual of Style (16th Edition):

Kearney, Alison. “Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools.” 2009. Doctoral Dissertation, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/876.

MLA Handbook (7th Edition):

Kearney, Alison. “Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools.” 2009. Web. 26 Jun 2019.

Vancouver:

Kearney A. Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools. [Internet] [Doctoral dissertation]. Massey University; 2009. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/876.

Council of Science Editors:

Kearney A. Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools. [Doctoral Dissertation]. Massey University; 2009. Available from: http://hdl.handle.net/10179/876

15. Srisuruk, Piyawan. Successful integration of children with autism into inclusive classes.

Degree: PhD, Special and Inclusive Education, 2014, Massey University

 This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of… (more)

Subjects/Keywords: Autistic children; Education; Inclusive education; Thailand; Special education

…terminology 17 2) Prevalence 18 2.2.6 Inclusive education 19 1) Definitions and… …RDCAI Research and Development Centre of Autistic Inclusive Education P-1 to P-4 Plan stage… …Centre of Inclusive Education SI: Sensory Integration A theory of brain behaviour relationship… …autism in inclusive classrooms? 194 7.3 7.2.1 Parents’ responses 195 7.2.2 Teachers’ and… …children with autism into inclusive classes? 7.4 How effective are the strategies used in the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Srisuruk, P. (2014). Successful integration of children with autism into inclusive classes. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5379

Chicago Manual of Style (16th Edition):

Srisuruk, Piyawan. “Successful integration of children with autism into inclusive classes.” 2014. Doctoral Dissertation, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/5379.

MLA Handbook (7th Edition):

Srisuruk, Piyawan. “Successful integration of children with autism into inclusive classes.” 2014. Web. 26 Jun 2019.

Vancouver:

Srisuruk P. Successful integration of children with autism into inclusive classes. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/5379.

Council of Science Editors:

Srisuruk P. Successful integration of children with autism into inclusive classes. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5379


Massey University

16. Guild, Diane Mary. Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University .

Degree: 2006, Massey University

 The increasing diversity of our student population, advances in technology, socio-economic changes and increasing awareness of human rights have resulted in the need for a… (more)

Subjects/Keywords: Children with disabilities; New Zealand; Special education; Inclusive education; Secondary education

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APA (6th Edition):

Guild, D. M. (2006). Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6178

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):

Guild, Diane Mary. “Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University .” 2006. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/6178.

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

MLA Handbook (7th Edition):

Guild, Diane Mary. “Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University .” 2006. Web. 26 Jun 2019.

Vancouver:

Guild DM. Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University . [Internet] [Thesis]. Massey University; 2006. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/6178.

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

Council of Science Editors:

Guild DM. Building bridges into the adolescents' world and their learning community : exploring issues of diversity, special education and the role of Resource Teachers of Learning and Behaviour in secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University . [Thesis]. Massey University; 2006. Available from: http://hdl.handle.net/10179/6178

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


Massey University

17. Reilly, Jessica L. Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms.

Degree: Master of Educational Psychology, 2016, Massey University

 The Ongoing Resourcing Scheme (ORS) is a funding provision with access to specialists, additional teachers and teacher aides to support inclusion for children with high… (more)

Subjects/Keywords: Children with disabilities; Services for; Inclusive education; Parents of children with disabilities; Teachers' assistants; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

Reilly, J. L. (2016). Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11192

Chicago Manual of Style (16th Edition):

Reilly, Jessica L. “Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms.” 2016. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/11192.

MLA Handbook (7th Edition):

Reilly, Jessica L. “Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms.” 2016. Web. 26 Jun 2019.

Vancouver:

Reilly JL. Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/11192.

Council of Science Editors:

Reilly JL. Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/11192


Massey University

18. Jones, Bryony. Experiences and perceptions of educators implementing AAC in inclusive settings.

Degree: Master of Speech Language Therapy, 2018, Massey University

 Research shows that augmentative and alternative communication (AAC) can support the inclusion of students with complex communication needs (CCN) in inclusive school settings. AAC support… (more)

Subjects/Keywords: People with disabilities|xMeans of communication|zNew Zealand; Teachers of children with disabilities|zNew Zealand|xAttitudes; Children with disabilities|xEducation|zNew Zealand; Inclusive education|zNew Zealand

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APA (6th Edition):

Jones, B. (2018). Experiences and perceptions of educators implementing AAC in inclusive settings. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14420

Chicago Manual of Style (16th Edition):

Jones, Bryony. “Experiences and perceptions of educators implementing AAC in inclusive settings.” 2018. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/14420.

MLA Handbook (7th Edition):

Jones, Bryony. “Experiences and perceptions of educators implementing AAC in inclusive settings.” 2018. Web. 26 Jun 2019.

Vancouver:

Jones B. Experiences and perceptions of educators implementing AAC in inclusive settings. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/14420.

Council of Science Editors:

Jones B. Experiences and perceptions of educators implementing AAC in inclusive settings. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14420


Massey University

19. Dilaimi, Alia. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).

Degree: Master, Educational Psychology, 2013, Massey University

 Attention-deficit/hyperactivity disorder (ADHD) is one of the most common, unremitting, and controversial childhood disorders, which affects between 1% and 7% of New Zealand children. It… (more)

Subjects/Keywords: Attention-deficit hyperactivity disorder; Primary school teachers; Attitudes; New Zealand; ADHD; ADD; Attention Deficit Disorder; Inclusive education; Special needs; Student; Education; Knowledge; Knowledge of Attention Deficit Disorder Scale; KADDS; Sciutto; NZ

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APA (6th Edition):

Dilaimi, A. (2013). New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5127

Chicago Manual of Style (16th Edition):

Dilaimi, Alia. “New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).” 2013. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/5127.

MLA Handbook (7th Edition):

Dilaimi, Alia. “New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).” 2013. Web. 26 Jun 2019.

Vancouver:

Dilaimi A. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/5127.

Council of Science Editors:

Dilaimi A. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5127


Massey University

20. Vander Zwaag, Carrie Eileen. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.

Degree: PhD, 2018, Massey University

 Disparity in education is a problem confronting educational researchers and practitioners. Within Aotearoa New Zealand, science education inequity is evidenced in a gap - one… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – New Zealand; Children, Maori  – Education (Secondary)  – New Zealand; Gifted children  – Education (Secondary)  – New Zealand; Rural schools  – New Zealand  – Case studies; Inclusive education  – New Zealand  – Case studies; Individualized instruction  – New Zealand  – Case studies; Mixed ability grouping in education  – New Zealand  – Case studies; Pūtaiao; Mātauranga; Waihanga; Ako; Pūkengatanga

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APA (6th Edition):

Vander Zwaag, C. E. (2018). An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14674

Chicago Manual of Style (16th Edition):

Vander Zwaag, Carrie Eileen. “An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.” 2018. Doctoral Dissertation, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/14674.

MLA Handbook (7th Edition):

Vander Zwaag, Carrie Eileen. “An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.” 2018. Web. 26 Jun 2019.

Vancouver:

Vander Zwaag CE. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/14674.

Council of Science Editors:

Vander Zwaag CE. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14674


Massey University

21. McKinnon, Alison Jane. Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand .

Degree: 2018, Massey University

 The ultimate goal of augmentative and alternative communication (AAC) intervention is to enable students with complex communication needs to participate actively across different settings and… (more)

Subjects/Keywords: Children with disabilities|xEducation|zNew Zealand; People with disabilities|xMeans of communication|zNew Zealand; Communication devices for people with disabilities|zNew Zealand; Teachers of children with disabilities|zNew Zealand; Teachers' assistants|zNew Zealand; Inclusive education|zNew Zealand

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

APA (6th Edition):

McKinnon, A. J. (2018). Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14633

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):

McKinnon, Alison Jane. “Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand .” 2018. Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/14633.

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

MLA Handbook (7th Edition):

McKinnon, Alison Jane. “Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand .” 2018. Web. 26 Jun 2019.

Vancouver:

McKinnon AJ. Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2018. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/14633.

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

Council of Science Editors:

McKinnon AJ. Team collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14633

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

.