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You searched for subject:(Inclusive education). Showing records 121 – 150 of 1240 total matches.

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121. Acuña, José Tadeu [UNESP]. Interface entre Psicologia e Educação Especial em contexto escolar.

Degree: 2017, Universidade Estadual Paulista

 Os sistemas educacionais brasileiros encontram-se com o desafio de atender no âmbito da classe comum os estudantes público-alvo da educação especial, para os quais estão… (more)

Subjects/Keywords: Educação Inclusiva; Educação Especial; Psicologia; Inclusive Education; Special Education; Psychology

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

APA (6th Edition):

Acuña, J. T. [. (2017). Interface entre Psicologia e Educação Especial em contexto escolar. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/152045

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):

Acuña, José Tadeu [UNESP]. “Interface entre Psicologia e Educação Especial em contexto escolar.” 2017. Thesis, Universidade Estadual Paulista. Accessed June 17, 2019. http://hdl.handle.net/11449/152045.

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

MLA Handbook (7th Edition):

Acuña, José Tadeu [UNESP]. “Interface entre Psicologia e Educação Especial em contexto escolar.” 2017. Web. 17 Jun 2019.

Vancouver:

Acuña JT[. Interface entre Psicologia e Educação Especial em contexto escolar. [Internet] [Thesis]. Universidade Estadual Paulista; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/11449/152045.

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

Council of Science Editors:

Acuña JT[. Interface entre Psicologia e Educação Especial em contexto escolar. [Thesis]. Universidade Estadual Paulista; 2017. Available from: http://hdl.handle.net/11449/152045

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


Syracuse University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Doctoral Dissertation, Syracuse University. Accessed June 17, 2019. https://surface.syr.edu/etd/594.

MLA Handbook (7th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Web. 17 Jun 2019.

Vancouver:

Sieger K. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Jun 17]. Available from: https://surface.syr.edu/etd/594.

Council of Science Editors:

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


University of KwaZulu-Natal

123. [No author]. The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban.

Degree: Education, 2006, University of KwaZulu-Natal

 The study reported in this thesis is a qualitative case study of teachers' experiences of the dissemination of Education White Paper 6 on Special Needs… (more)

Subjects/Keywords: Education.; Inclusive education – KwaZulu-Natal.

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APA (6th Edition):

author], [. (2006). The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3205

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

Chicago Manual of Style (16th Edition):

author], [No. “The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. ” 2006. Thesis, University of KwaZulu-Natal. Accessed June 17, 2019. http://hdl.handle.net/10413/3205.

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

MLA Handbook (7th Edition):

author], [No. “The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. ” 2006. Web. 17 Jun 2019.

Vancouver:

author] [. The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. [Internet] [Thesis]. University of KwaZulu-Natal; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10413/3205.

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

Council of Science Editors:

author] [. The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban. [Thesis]. University of KwaZulu-Natal; 2006. Available from: http://hdl.handle.net/10413/3205

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


Stellenbosch University

124. Hausiku, Regina Nangura. Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia.

Degree: MPA, 2017, Stellenbosch University

ENGLISH SUMMARY : The schools in the Kavango East Region of Namibia are faced with challenges to comply with the inclusive education policy of (2013)… (more)

Subjects/Keywords: Education and state  – Kavango (Namibia); Inclusive education  – Evaluation  – Kavango (Namibia); UCTD

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APA (6th Edition):

Hausiku, R. N. (2017). Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102917

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):

Hausiku, Regina Nangura. “Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia.” 2017. Thesis, Stellenbosch University. Accessed June 17, 2019. http://hdl.handle.net/10019.1/102917.

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

MLA Handbook (7th Edition):

Hausiku, Regina Nangura. “Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia.” 2017. Web. 17 Jun 2019.

Vancouver:

Hausiku RN. Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia. [Internet] [Thesis]. Stellenbosch University; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10019.1/102917.

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

Council of Science Editors:

Hausiku RN. Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia. [Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102917

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


University of Canterbury

125. Hook, Nicole. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.

Degree: 2015, University of Canterbury

 New Zealand Ministry of Education (MoE), has changed their policy for education of students with special needs from segregated to an ideal of inclusion where… (more)

Subjects/Keywords: Special Education; Inclusive Education; Professional Development; Allied Health Professionals

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APA (6th Edition):

Hook, N. (2015). Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11449

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):

Hook, Nicole. “Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.” 2015. Thesis, University of Canterbury. Accessed June 17, 2019. http://hdl.handle.net/10092/11449.

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

MLA Handbook (7th Edition):

Hook, Nicole. “Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals.” 2015. Web. 17 Jun 2019.

Vancouver:

Hook N. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10092/11449.

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

Council of Science Editors:

Hook N. Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11449

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


University of Technology, Sydney

126. Yeung, See-Wai Alison. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.

Degree: 2009, University of Technology, Sydney

 The thesis investigates how one local mainstream primary school in Hong Kong is making multicultural education possible. Learner and learning diversity is an increasingly complex… (more)

Subjects/Keywords: Multicultural education.; Primary schools.; Hong Kong.; Inclusive education.

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APA (6th Edition):

Yeung, S. A. (2009). Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20416

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):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Thesis, University of Technology, Sydney. Accessed June 17, 2019. http://hdl.handle.net/10453/20416.

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

MLA Handbook (7th Edition):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Web. 17 Jun 2019.

Vancouver:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Internet] [Thesis]. University of Technology, Sydney; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10453/20416.

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

Council of Science Editors:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Thesis]. University of Technology, Sydney; 2009. Available from: http://hdl.handle.net/10453/20416

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


Universiteit Utrecht

127. Oosterlee, A.S. The accessibility to basic education for disabled children in Baglung district, Nepal.

Degree: 2012, Universiteit Utrecht

 Disabled people form the largest minority group in the world. In particular disabled children are vulnerable as they cannot stand up for themselves yet, in… (more)

Subjects/Keywords: Geowetenschappen; disability, disabled children, developing country, education, inclusive education, Baglung, Nepal

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APA (6th Edition):

Oosterlee, A. S. (2012). The accessibility to basic education for disabled children in Baglung district, Nepal. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/238573

Chicago Manual of Style (16th Edition):

Oosterlee, A S. “The accessibility to basic education for disabled children in Baglung district, Nepal.” 2012. Masters Thesis, Universiteit Utrecht. Accessed June 17, 2019. http://dspace.library.uu.nl:8080/handle/1874/238573.

MLA Handbook (7th Edition):

Oosterlee, A S. “The accessibility to basic education for disabled children in Baglung district, Nepal.” 2012. Web. 17 Jun 2019.

Vancouver:

Oosterlee AS. The accessibility to basic education for disabled children in Baglung district, Nepal. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Jun 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/238573.

Council of Science Editors:

Oosterlee AS. The accessibility to basic education for disabled children in Baglung district, Nepal. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/238573


Nelson Mandela Metropolitan University

128. Deysel, Sanet. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.

Degree: Faculty of Education, 2016, Nelson Mandela Metropolitan University

 The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the… (more)

Subjects/Keywords: Inclusive education; Early childhood special education; Early childhood teachers

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APA (6th Edition):

Deysel, S. (2016). Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/6834

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):

Deysel, Sanet. “Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed June 17, 2019. http://hdl.handle.net/10948/6834.

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

MLA Handbook (7th Edition):

Deysel, Sanet. “Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences.” 2016. Web. 17 Jun 2019.

Vancouver:

Deysel S. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10948/6834.

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

Council of Science Editors:

Deysel S. Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/6834

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


Queens University

129. Wintle, Jimmy. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .

Degree: Education, 2010, Queens University

 In this qualitative study the experience of a young woman with an intellectual disability (ID) auditing a university course was explored from multiple perspectives. This… (more)

Subjects/Keywords: Education; Inclusive; Post-secondary; Intellectual disability; Teacher education

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APA (6th Edition):

Wintle, J. (2010). A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5980

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):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Thesis, Queens University. Accessed June 17, 2019. http://hdl.handle.net/1974/5980.

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

MLA Handbook (7th Edition):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Web. 17 Jun 2019.

Vancouver:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1974/5980.

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

Council of Science Editors:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5980

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


Ohio University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Doctoral Dissertation, Ohio University. Accessed June 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

MLA Handbook (7th Edition):

Alquraini, Turki Abdullah. “Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia.” 2011. Web. 17 Jun 2019.

Vancouver:

Alquraini TA. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Jun 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

Council of Science Editors:

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


University of Manchester

131. Figueiredo Alves, Ines. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.

Degree: PhD, 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: 371.9; Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743


Uniwersytet im. Adama Mickiewicza w Poznaniu

132. Ciesiółka, Iwona. Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne .

Degree: 2018, Uniwersytet im. Adama Mickiewicza w Poznaniu

 Z roku na rok coraz więcej uczniów z niepełnosprawnościami uczy się w Polskich szkołach. Zgodnie z obowiązującym prawem oświatowym do grupy uczniów z niepełnosprawnością zalicza… (more)

Subjects/Keywords: edukacja włączająca; katecheta; kształcenie; niepełnosprawność; inclusive education; catechist; education; disability

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APA (6th Edition):

Ciesiółka, I. (2018). Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne . (Doctoral Dissertation). Uniwersytet im. Adama Mickiewicza w Poznaniu. Retrieved from http://hdl.handle.net/10593/24219

Chicago Manual of Style (16th Edition):

Ciesiółka, Iwona. “Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne .” 2018. Doctoral Dissertation, Uniwersytet im. Adama Mickiewicza w Poznaniu. Accessed June 17, 2019. http://hdl.handle.net/10593/24219.

MLA Handbook (7th Edition):

Ciesiółka, Iwona. “Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne .” 2018. Web. 17 Jun 2019.

Vancouver:

Ciesiółka I. Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne . [Internet] [Doctoral dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10593/24219.

Council of Science Editors:

Ciesiółka I. Kształcenie katechetów Diecezji Kaliskiej do pracy w edukacji włączającej. Studium socjologiczno- katechetyczne . [Doctoral Dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2018. Available from: http://hdl.handle.net/10593/24219


University of Manchester

133. Figueiredo Alves, Ines. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.

Degree: 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059


Massey University

134. 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 (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 17, 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. 17 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 17]. 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

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

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

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

Subjects/Keywords: physical education; Inclusive education

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Morgan, Jennifer Ann. “Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder.” 2013. Doctoral Dissertation, Oregon State University. Accessed June 17, 2019. http://hdl.handle.net/1957/38573.

MLA Handbook (7th Edition):

Morgan, Jennifer Ann. “Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder.” 2013. Web. 17 Jun 2019.

Vancouver:

Morgan JA. Factors influencing physical educators' inclusion behaviors towards students with autism spectrum disorder. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1957/38573.

Council of Science Editors:

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


University of the Western Cape

136. Rulwa-Mnatwana, Babalwa. School-based support teams’ understandings and experiences of inclusive education in the Western Cape .

Degree: 2014, University of the Western Cape

 South Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes,… (more)

Subjects/Keywords: Inclusive education; School based support team; Qualitative research; Department of Education

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APA (6th Edition):

Rulwa-Mnatwana, B. (2014). School-based support teams’ understandings and experiences of inclusive education in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4801

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):

Rulwa-Mnatwana, Babalwa. “School-based support teams’ understandings and experiences of inclusive education in the Western Cape .” 2014. Thesis, University of the Western Cape. Accessed June 17, 2019. http://hdl.handle.net/11394/4801.

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

MLA Handbook (7th Edition):

Rulwa-Mnatwana, Babalwa. “School-based support teams’ understandings and experiences of inclusive education in the Western Cape .” 2014. Web. 17 Jun 2019.

Vancouver:

Rulwa-Mnatwana B. School-based support teams’ understandings and experiences of inclusive education in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/11394/4801.

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

Council of Science Editors:

Rulwa-Mnatwana B. School-based support teams’ understandings and experiences of inclusive education in the Western Cape . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4801

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


Open Universiteit Nederland

137. Lelie, Brenda. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .

Degree: 2015, Open Universiteit Nederland

 Optimal assistance of an adult, adapted to the current level of understanding of the student (scaffolding), can help students with emotional and behavioural problems (EBD)… (more)

Subjects/Keywords: scaffolding; special needs education; inclusive education; EBD students

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APA (6th Edition):

Lelie, B. (2015). Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7142

Chicago Manual of Style (16th Edition):

Lelie, Brenda. “Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed June 17, 2019. http://hdl.handle.net/1820/7142.

MLA Handbook (7th Edition):

Lelie, Brenda. “Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders .” 2015. Web. 17 Jun 2019.

Vancouver:

Lelie B. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1820/7142.

Council of Science Editors:

Lelie B. Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/7142

138. Solomon, Lucy. How do age and gender affect university students’ experience and outcomes?.

Degree: PhD, 2012, University of Sussex

 Increasing access to higher education has led to a diversified student body, suggesting that conceptualising the ‘student experience' as homogeneous is no longer viable. Previous… (more)

Subjects/Keywords: 301; LB2300 Higher education; LC0189 Educational sociology; LC1200 Inclusive education

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APA (6th Edition):

Solomon, L. (2012). How do age and gender affect university students’ experience and outcomes?. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615

Chicago Manual of Style (16th Edition):

Solomon, Lucy. “How do age and gender affect university students’ experience and outcomes?.” 2012. Doctoral Dissertation, University of Sussex. Accessed June 17, 2019. http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615.

MLA Handbook (7th Edition):

Solomon, Lucy. “How do age and gender affect university students’ experience and outcomes?.” 2012. Web. 17 Jun 2019.

Vancouver:

Solomon L. How do age and gender affect university students’ experience and outcomes?. [Internet] [Doctoral dissertation]. University of Sussex; 2012. [cited 2019 Jun 17]. Available from: http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615.

Council of Science Editors:

Solomon L. How do age and gender affect university students’ experience and outcomes?. [Doctoral Dissertation]. University of Sussex; 2012. Available from: http://sro.sussex.ac.uk/id/eprint/39431/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554615


North-West University

139. Tlale, Lloyd Daniel Nkoli. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .

Degree: 2007, North-West University

 The introduction of Inclusive Education in South Africa was part of the democratisation of the country and was in line with international trends. Based on… (more)

Subjects/Keywords: Inclusive education; Special education

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APA (6th Edition):

Tlale, L. D. N. (2007). Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16979

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):

Tlale, Lloyd Daniel Nkoli. “Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .” 2007. Thesis, North-West University. Accessed June 17, 2019. http://hdl.handle.net/10394/16979.

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

MLA Handbook (7th Edition):

Tlale, Lloyd Daniel Nkoli. “Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale .” 2007. Web. 17 Jun 2019.

Vancouver:

Tlale LDN. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . [Internet] [Thesis]. North-West University; 2007. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10394/16979.

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

Council of Science Editors:

Tlale LDN. Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli Tlale . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/16979

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


University of North Carolina – Greensboro

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

Degree: 2015, University of North Carolina – Greensboro

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed June 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

MLA Handbook (7th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Web. 17 Jun 2019.

Vancouver:

Jordan MC. Inclusive leadership in early childhood education: practices and perspectives of program administrators. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Jun 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

Council of Science Editors:

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


University of South Africa

141. Zwelibanzi, Carol Mathapelo. An investigation into issues and challenges in implementing environmental education in special schools in South Africa.

Degree: 2016, University of South Africa

 The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically… (more)

Subjects/Keywords: Curriculum adaptation; Environmental education; Inclusive education; Special schools; Special needs learners

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APA (6th Edition):

Zwelibanzi, C. M. (2016). An investigation into issues and challenges in implementing environmental education in special schools in South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21701

Chicago Manual of Style (16th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/21701.

MLA Handbook (7th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Web. 17 Jun 2019.

Vancouver:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/21701.

Council of Science Editors:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21701


University of South Africa

142. Tugli, Augustine Kwame. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .

Degree: 2013, University of South Africa

 Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education(more)

Subjects/Keywords: Challenges; Needs; Learners; Disability; Impairment; Inclusive education; Institution of higher education

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APA (6th Edition):

Tugli, A. K. (2013). Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/10396

Chicago Manual of Style (16th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Doctoral Dissertation, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/10396.

MLA Handbook (7th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Web. 17 Jun 2019.

Vancouver:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/10396.

Council of Science Editors:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10396


University of KwaZulu-Natal

143. Mthethwa, Lungani Justice. The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus.

Degree: 2017, University of KwaZulu-Natal

 Available research suggests that in South Africa, the lived experiences, realities and challenges faced by students living with disabilities are inadequately addressed and prioritised. In… (more)

Subjects/Keywords: Theses - Sociology.; Higher education.; Disabled students.; Disability.; Inclusive education.

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APA (6th Edition):

Mthethwa, L. J. (2017). The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15609

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):

Mthethwa, Lungani Justice. “The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus.” 2017. Thesis, University of KwaZulu-Natal. Accessed June 17, 2019. http://hdl.handle.net/10413/15609.

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

MLA Handbook (7th Edition):

Mthethwa, Lungani Justice. “The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus.” 2017. Web. 17 Jun 2019.

Vancouver:

Mthethwa LJ. The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10413/15609.

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

Council of Science Editors:

Mthethwa LJ. The experiences and challenges of adapting to an inclusive education learning environment: a study of students with disabilities at the University of KwaZulu-Natal, Howard College Campus. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15609

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


University of Edinburgh

144. Wanjiru, Jenestar. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.

Degree: PhD, 2016, University of Edinburgh

 Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in… (more)

Subjects/Keywords: 371.9; Kenya; post-conflict education; inclusive education; leadership

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APA (6th Edition):

Wanjiru, J. (2016). Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22804

Chicago Manual of Style (16th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed June 17, 2019. http://hdl.handle.net/1842/22804.

MLA Handbook (7th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Web. 17 Jun 2019.

Vancouver:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1842/22804.

Council of Science Editors:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22804


University of Johannesburg

145. Van Eck, Zetta. Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool.

Degree: 2009, University of Johannesburg

M.Ed.

Changes specifically taking place in specialised education due to the inclusive education policy have resulted in stress and higher anxiety levels in educators. The… (more)

Subjects/Keywords: South Africa; Special education; Inclusive education; In-service training of teachers

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APA (6th Edition):

Van Eck, Z. (2009). Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2106

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):

Van Eck, Zetta. “Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool.” 2009. Thesis, University of Johannesburg. Accessed June 17, 2019. http://hdl.handle.net/10210/2106.

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

MLA Handbook (7th Edition):

Van Eck, Zetta. “Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool.” 2009. Web. 17 Jun 2019.

Vancouver:

Van Eck Z. Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10210/2106.

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

Council of Science Editors:

Van Eck Z. Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2106

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


University of Johannesburg

146. Dyantyi, Vuyo Cedric. The need for support : analysing discourses of students without barriers on inclusive education.

Degree: 2011, University of Johannesburg

D.Tech.

This research analyses the discourses of students without barriers on inclusive higher education. It is assumed that the discursive practices of students without barriers… (more)

Subjects/Keywords: Inclusive education; Discourse analysis; Students attitudes; Students with disabilities; Higher education

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APA (6th Edition):

Dyantyi, V. C. (2011). The need for support : analysing discourses of students without barriers on inclusive education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4121

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):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Thesis, University of Johannesburg. Accessed June 17, 2019. http://hdl.handle.net/10210/4121.

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

MLA Handbook (7th Edition):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Web. 17 Jun 2019.

Vancouver:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10210/4121.

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

Council of Science Editors:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4121

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


University of Johannesburg

147. Du Plessis, Ingrid. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.

Degree: 2010, University of Johannesburg

M.Ed.

The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context… (more)

Subjects/Keywords: Preschool teachers' in-service training; Preschool teaching; Preschool education; Inclusive education

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APA (6th Edition):

Du Plessis, I. (2010). 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3328

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):

Du Plessis, Ingrid. “'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.” 2010. Thesis, University of Johannesburg. Accessed June 17, 2019. http://hdl.handle.net/10210/3328.

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

MLA Handbook (7th Edition):

Du Plessis, Ingrid. “'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.” 2010. Web. 17 Jun 2019.

Vancouver:

Du Plessis I. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10210/3328.

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

Council of Science Editors:

Du Plessis I. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3328

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


Brock University

148. Van der Boom, Edith H. Inclusive education: exploring teachers' perspectives .

Degree: Department of Graduate and Undergraduate Studies in Education, 2005, Brock University

 This study explores 5 teachers' perspectives on inclusive education. The literature reviewed gives a historical background of special education as well as discusses a number… (more)

Subjects/Keywords: Inclusive education.; Special education.

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

APA (6th Edition):

Van der Boom, E. H. (2005). Inclusive education: exploring teachers' perspectives . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1508

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):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Thesis, Brock University. Accessed June 17, 2019. http://hdl.handle.net/10464/1508.

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

MLA Handbook (7th Edition):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Web. 17 Jun 2019.

Vancouver:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Internet] [Thesis]. Brock University; 2005. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10464/1508.

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

Council of Science Editors:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Thesis]. Brock University; 2005. Available from: http://hdl.handle.net/10464/1508

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


Utah State University

149. Sheen, Jeff C. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.

Degree: PhD, Special Education and Rehabilitation, 2017, Utah State University

  There are a greater number of inclusive postsecondary education (PSE) programs for students with intellectual disabilities (ID) in the U.S. than ever before. Consequently,… (more)

Subjects/Keywords: parent perspectives; preparing students; intellectual disabilities; inclusive; postsecondary education; Education

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

APA (6th Edition):

Sheen, J. C. (2017). Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5875

Chicago Manual of Style (16th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Doctoral Dissertation, Utah State University. Accessed June 17, 2019. https://digitalcommons.usu.edu/etd/5875.

MLA Handbook (7th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Web. 17 Jun 2019.

Vancouver:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2019 Jun 17]. Available from: https://digitalcommons.usu.edu/etd/5875.

Council of Science Editors:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5875


University of Zululand

150. Dladla, Sibongile Gugu. An evaluation of the implementation of inclusive education within mainstream schools .

Degree: 2004, University of Zululand

 This study was influenced by the White Paper 6 document on inclusive education. The document proposes non-discrimination of learners which is in line with South… (more)

Subjects/Keywords: Inclusive education – South Africa ; Inclusive education  – challenges ; Inclusive education – implementation of

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

APA (6th Edition):

Dladla, S. G. (2004). An evaluation of the implementation of inclusive education within mainstream schools . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/737

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):

Dladla, Sibongile Gugu. “An evaluation of the implementation of inclusive education within mainstream schools .” 2004. Thesis, University of Zululand. Accessed June 17, 2019. http://hdl.handle.net/10530/737.

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

MLA Handbook (7th Edition):

Dladla, Sibongile Gugu. “An evaluation of the implementation of inclusive education within mainstream schools .” 2004. Web. 17 Jun 2019.

Vancouver:

Dladla SG. An evaluation of the implementation of inclusive education within mainstream schools . [Internet] [Thesis]. University of Zululand; 2004. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10530/737.

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

Council of Science Editors:

Dladla SG. An evaluation of the implementation of inclusive education within mainstream schools . [Thesis]. University of Zululand; 2004. Available from: http://hdl.handle.net/10530/737

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

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