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You searched for subject:(Learning disabilities). Showing records 1 – 30 of 1422 total matches.

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University of Zambia

1. Hamusonde, Miyoba. An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia .

Degree: 2015, University of Zambia

 The purpose of the study was to establish the attitudes of regular teachers towards learners with learning disabilities at Nampundwe Secondary School. A Case study… (more)

Subjects/Keywords: Learning Disabilities

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APA (6th Edition):

Hamusonde, M. (2015). An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3802

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):

Hamusonde, Miyoba. “An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia .” 2015. Thesis, University of Zambia. Accessed September 20, 2020. http://hdl.handle.net/123456789/3802.

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

MLA Handbook (7th Edition):

Hamusonde, Miyoba. “An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia .” 2015. Web. 20 Sep 2020.

Vancouver:

Hamusonde M. An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/123456789/3802.

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

Council of Science Editors:

Hamusonde M. An analysis of Teachers' attitudes towards learners with learning disabilities: A case of Nampundwe Secondary School Lusaka Province, Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3802

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


University of Victoria

2. Tobin, Ruthanne. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.

Degree: Department of Curriculum and Instruction, 2017, University of Victoria

 This dissertation focuses on the definitions and understandings of literacy support revealed by three teachers and two teacher assistants in their interactions with five children… (more)

Subjects/Keywords: Learning disabilities

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APA (6th Edition):

Tobin, R. (2017). At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8800

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):

Tobin, Ruthanne. “At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.” 2017. Thesis, University of Victoria. Accessed September 20, 2020. https://dspace.library.uvic.ca//handle/1828/8800.

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

MLA Handbook (7th Edition):

Tobin, Ruthanne. “At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms.” 2017. Web. 20 Sep 2020.

Vancouver:

Tobin R. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. [Internet] [Thesis]. University of Victoria; 2017. [cited 2020 Sep 20]. Available from: https://dspace.library.uvic.ca//handle/1828/8800.

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

Council of Science Editors:

Tobin R. At-risk in middle school : definitions and understandings of support practices for students with learning disabilities in two integrated grade 6 language arts classrooms. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8800

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


University of Johannesburg

3. Painter, Anita. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.

Degree: 2014, University of Johannesburg

M.A. (Psychology)

Specific learning disability (SLD) implies an inability to learn in an efficient manner. An SLD child may be defined as a child with… (more)

Subjects/Keywords: Learning disabilities; Learning disabilities - Remedial teaching

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APA (6th Edition):

Painter, A. (2014). Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10552

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):

Painter, Anita. “Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.” 2014. Thesis, University of Johannesburg. Accessed September 20, 2020. http://hdl.handle.net/10210/10552.

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

MLA Handbook (7th Edition):

Painter, Anita. “Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind.” 2014. Web. 20 Sep 2020.

Vancouver:

Painter A. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10210/10552.

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

Council of Science Editors:

Painter A. Die aard en omvang van aandagversteuringe by die spesifieke leergestremde kind. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10552

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


University of Wisconsin – La Cross

4. Krueger, Gina M. Motivating students with learning disabilities: fostering lifelong readers.

Degree: 2011, University of Wisconsin – La Cross

 In recent years motivation has been added as a critical component in literacy. Some students are motivated more than others. Students with learning disabilities typically… (more)

Subjects/Keywords: Learning disabilities; Literacy

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

APA (6th Edition):

Krueger, G. M. (2011). Motivating students with learning disabilities: fostering lifelong readers. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/57150

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):

Krueger, Gina M. “Motivating students with learning disabilities: fostering lifelong readers.” 2011. Thesis, University of Wisconsin – La Cross. Accessed September 20, 2020. http://digital.library.wisc.edu/1793/57150.

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

MLA Handbook (7th Edition):

Krueger, Gina M. “Motivating students with learning disabilities: fostering lifelong readers.” 2011. Web. 20 Sep 2020.

Vancouver:

Krueger GM. Motivating students with learning disabilities: fostering lifelong readers. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2020 Sep 20]. Available from: http://digital.library.wisc.edu/1793/57150.

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

Council of Science Editors:

Krueger GM. Motivating students with learning disabilities: fostering lifelong readers. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/57150

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


University of Ottawa

5. Piers, Lisa. Fostering Resilience with Students with Learning Disabilities: An Ecological Approach .

Degree: 2015, University of Ottawa

 This qualitative study explored the educational journeys of five post-secondary students with learning disabilities from the perspectives of the students and their families. Guided by… (more)

Subjects/Keywords: Learning Disabilities; Resilience

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APA (6th Edition):

Piers, L. (2015). Fostering Resilience with Students with Learning Disabilities: An Ecological Approach . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/31946

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):

Piers, Lisa. “Fostering Resilience with Students with Learning Disabilities: An Ecological Approach .” 2015. Thesis, University of Ottawa. Accessed September 20, 2020. http://hdl.handle.net/10393/31946.

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

MLA Handbook (7th Edition):

Piers, Lisa. “Fostering Resilience with Students with Learning Disabilities: An Ecological Approach .” 2015. Web. 20 Sep 2020.

Vancouver:

Piers L. Fostering Resilience with Students with Learning Disabilities: An Ecological Approach . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10393/31946.

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

Council of Science Editors:

Piers L. Fostering Resilience with Students with Learning Disabilities: An Ecological Approach . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/31946

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


University of Debrecen

6. Csató, Éva. Dyslexic Students and Learning English as a Foreign Language .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The aim of my thesis is to give a brief presentation of dyslexia and to present my research that was conducted in the area of… (more)

Subjects/Keywords: dyslexia; learning disabilities

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APA (6th Edition):

Csató, . (2013). Dyslexic Students and Learning English as a Foreign Language . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171225

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):

Csató, Éva. “Dyslexic Students and Learning English as a Foreign Language .” 2013. Thesis, University of Debrecen. Accessed September 20, 2020. http://hdl.handle.net/2437/171225.

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

MLA Handbook (7th Edition):

Csató, Éva. “Dyslexic Students and Learning English as a Foreign Language .” 2013. Web. 20 Sep 2020.

Vancouver:

Csató . Dyslexic Students and Learning English as a Foreign Language . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/2437/171225.

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

Council of Science Editors:

Csató . Dyslexic Students and Learning English as a Foreign Language . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171225

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

7. Peters, Madeline Lorraine. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the… (more)

Subjects/Keywords: Learning Disabilities; Education

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

APA (6th Edition):

Peters, M. L. (2010). A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/191

Chicago Manual of Style (16th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 20, 2020. https://scholarworks.umass.edu/open_access_dissertations/191.

MLA Handbook (7th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Web. 20 Sep 2020.

Vancouver:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2020 Sep 20]. Available from: https://scholarworks.umass.edu/open_access_dissertations/191.

Council of Science Editors:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/191


Oregon State University

8. Evans, Evan L. An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities.

Degree: PhD, Education, 1982, Oregon State University

Subjects/Keywords: Learning disabilities

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APA (6th Edition):

Evans, E. L. (1982). An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42738

Chicago Manual of Style (16th Edition):

Evans, Evan L. “An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities.” 1982. Doctoral Dissertation, Oregon State University. Accessed September 20, 2020. http://hdl.handle.net/1957/42738.

MLA Handbook (7th Edition):

Evans, Evan L. “An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities.” 1982. Web. 20 Sep 2020.

Vancouver:

Evans EL. An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities. [Internet] [Doctoral dissertation]. Oregon State University; 1982. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1957/42738.

Council of Science Editors:

Evans EL. An assessment of electrophysiological and auditory processing instruments in relation to learning disabilities. [Doctoral Dissertation]. Oregon State University; 1982. Available from: http://hdl.handle.net/1957/42738


University of Georgia

9. Taylor, Amber Brueggemann. Redefining learning disabilities.

Degree: 2014, University of Georgia

 This review of the literature and study attempted to clarify the debate surrounding LD diagnosis by offering a new diagnostic model based on the principles… (more)

Subjects/Keywords: Learning disabilities; Functional impairment; Diagnosis

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APA (6th Edition):

Taylor, A. B. (2014). Redefining learning disabilities. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25064

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):

Taylor, Amber Brueggemann. “Redefining learning disabilities.” 2014. Thesis, University of Georgia. Accessed September 20, 2020. http://hdl.handle.net/10724/25064.

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

MLA Handbook (7th Edition):

Taylor, Amber Brueggemann. “Redefining learning disabilities.” 2014. Web. 20 Sep 2020.

Vancouver:

Taylor AB. Redefining learning disabilities. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10724/25064.

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

Council of Science Editors:

Taylor AB. Redefining learning disabilities. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25064

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


Penn State University

10. Steiger, Jessica. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.

Degree: 2019, Penn State University

 This thesis investigates the current structure of education policies in secondary education and how those policies translate into supports at postsecondary institutions for student-athletes with… (more)

Subjects/Keywords: Student-athletes; NCAA; Learning disabilities

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APA (6th Edition):

Steiger, J. (2019). A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16892jls1141

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):

Steiger, Jessica. “A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.” 2019. Thesis, Penn State University. Accessed September 20, 2020. https://submit-etda.libraries.psu.edu/catalog/16892jls1141.

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

MLA Handbook (7th Edition):

Steiger, Jessica. “A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.” 2019. Web. 20 Sep 2020.

Vancouver:

Steiger J. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. [Internet] [Thesis]. Penn State University; 2019. [cited 2020 Sep 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16892jls1141.

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

Council of Science Editors:

Steiger J. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. [Thesis]. Penn State University; 2019. Available from: https://submit-etda.libraries.psu.edu/catalog/16892jls1141

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


Penn State University

11. Kurz, Charity Anne. School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education.

Degree: 2015, Penn State University

 I examined through this dissertation the best practices in transitioning students with disabilities to post-secondary education. Analogue method was used to assess high school counselors’… (more)

Subjects/Keywords: transition; school counselors; learning disabilities

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APA (6th Edition):

Kurz, C. A. (2015). School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26635

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):

Kurz, Charity Anne. “School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education.” 2015. Thesis, Penn State University. Accessed September 20, 2020. https://submit-etda.libraries.psu.edu/catalog/26635.

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

MLA Handbook (7th Edition):

Kurz, Charity Anne. “School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education.” 2015. Web. 20 Sep 2020.

Vancouver:

Kurz CA. School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Sep 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/26635.

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

Council of Science Editors:

Kurz CA. School Counselors' Responses to High School Students With Learning Disabilities Transitioning to Postsecondary Education. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26635

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


Rochester Institute of Technology

12. Katz, Jennifer. Exploring the relationship between personality and work values with emerging adults.

Degree: Department of Psychology (CLA), 2011, Rochester Institute of Technology

 This study used archival data and analyzed the work values and personality traits of 20 high school juniors and seniors and 25 undergraduates with disabilities.… (more)

Subjects/Keywords: Learning disabilities; Personality; Work values

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

APA (6th Edition):

Katz, J. (2011). Exploring the relationship between personality and work values with emerging adults. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/1384

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):

Katz, Jennifer. “Exploring the relationship between personality and work values with emerging adults.” 2011. Thesis, Rochester Institute of Technology. Accessed September 20, 2020. https://scholarworks.rit.edu/theses/1384.

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

MLA Handbook (7th Edition):

Katz, Jennifer. “Exploring the relationship between personality and work values with emerging adults.” 2011. Web. 20 Sep 2020.

Vancouver:

Katz J. Exploring the relationship between personality and work values with emerging adults. [Internet] [Thesis]. Rochester Institute of Technology; 2011. [cited 2020 Sep 20]. Available from: https://scholarworks.rit.edu/theses/1384.

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

Council of Science Editors:

Katz J. Exploring the relationship between personality and work values with emerging adults. [Thesis]. Rochester Institute of Technology; 2011. Available from: https://scholarworks.rit.edu/theses/1384

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


University of Zambia

13. Chishimba, Fredrick. Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia .

Degree: 2012, University of Zambia

 Learners with special educational needs are found at all levels of education delivery. Between ten and fifteen percent of all learners in ordinary schools have… (more)

Subjects/Keywords: Learning disabilities; Children; Handicapped

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APA (6th Edition):

Chishimba, F. (2012). Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1920

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):

Chishimba, Fredrick. “Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia .” 2012. Thesis, University of Zambia. Accessed September 20, 2020. http://hdl.handle.net/123456789/1920.

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

MLA Handbook (7th Edition):

Chishimba, Fredrick. “Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia .” 2012. Web. 20 Sep 2020.

Vancouver:

Chishimba F. Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia . [Internet] [Thesis]. University of Zambia; 2012. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/123456789/1920.

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

Council of Science Editors:

Chishimba F. Effects of teachers' attitudes on the academic performance of pupils with learning difficulties in selected high schools of Northern Province of Zambia . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1920

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


Nelson Mandela Metropolitan University

14. Swartz, Deon Jude. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.

Degree: Faculty of Education, 2015, Nelson Mandela Metropolitan University

 Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within… (more)

Subjects/Keywords: Learning disabilities; Inclusive education

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APA (6th Edition):

Swartz, D. J. (2015). Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5065

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):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Thesis, Nelson Mandela Metropolitan University. Accessed September 20, 2020. http://hdl.handle.net/10948/5065.

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

MLA Handbook (7th Edition):

Swartz, Deon Jude. “Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning.” 2015. Web. 20 Sep 2020.

Vancouver:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2015. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10948/5065.

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

Council of Science Editors:

Swartz DJ. Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learning. [Thesis]. Nelson Mandela Metropolitan University; 2015. Available from: http://hdl.handle.net/10948/5065

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


Western Kentucky University

15. Coomer, Lauren Faith. Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities.

Degree: Specialist in Education, Department of Psychology, 2015, Western Kentucky University

  The definition of specific learning disabilities (SLD) and the methods used to identify SLD have been evolving since the 1970s. There have been five… (more)

Subjects/Keywords: Identifying Specific Learning Disabilities

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APA (6th Edition):

Coomer, L. F. (2015). Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1515

Chicago Manual of Style (16th Edition):

Coomer, Lauren Faith. “Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities.” 2015. Masters Thesis, Western Kentucky University. Accessed September 20, 2020. https://digitalcommons.wku.edu/theses/1515.

MLA Handbook (7th Edition):

Coomer, Lauren Faith. “Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities.” 2015. Web. 20 Sep 2020.

Vancouver:

Coomer LF. Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities. [Internet] [Masters thesis]. Western Kentucky University; 2015. [cited 2020 Sep 20]. Available from: https://digitalcommons.wku.edu/theses/1515.

Council of Science Editors:

Coomer LF. Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities. [Masters Thesis]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/theses/1515


Boston College

16. Harris, Alesha Nicole. Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2016, Boston College

 Research regarding the career exploration process for adults with reading disabilities and ADHD who participate in Adult Basic Education (ABE) programs is limited. Due to… (more)

Subjects/Keywords: Barriers; Career; Disabilities; Learning

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APA (6th Edition):

Harris, A. N. (2016). Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107264

Chicago Manual of Style (16th Edition):

Harris, Alesha Nicole. “Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities.” 2016. Doctoral Dissertation, Boston College. Accessed September 20, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107264.

MLA Handbook (7th Edition):

Harris, Alesha Nicole. “Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities.” 2016. Web. 20 Sep 2020.

Vancouver:

Harris AN. Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Sep 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107264.

Council of Science Editors:

Harris AN. Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107264


University of Texas – Austin

17. -6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.

Degree: PhD, Special Education, 2019, University of Texas – Austin

 Increasing numbers of students with learning disabilities (LD) are entering into postsecondary education and seeking accommodations through the university’s disability service office. The academic success… (more)

Subjects/Keywords: Learning disabilities; Postsecondary education; Accommodations

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APA (6th Edition):

-6587-8581. (2019). A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1317

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

Chicago Manual of Style (16th Edition):

-6587-8581. “A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2020. http://dx.doi.org/10.26153/tsw/1317.

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

MLA Handbook (7th Edition):

-6587-8581. “A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.” 2019. Web. 20 Sep 2020.

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

Vancouver:

-6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Sep 20]. Available from: http://dx.doi.org/10.26153/tsw/1317.

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

Council of Science Editors:

-6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1317

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


University of Miami

18. Sweeney, Carly M. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

  The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students… (more)

Subjects/Keywords: Math; Learning Disabilities; Metacognition

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APA (6th Edition):

Sweeney, C. M. (2010). The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/433

Chicago Manual of Style (16th Edition):

Sweeney, Carly M. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Doctoral Dissertation, University of Miami. Accessed September 20, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/433.

MLA Handbook (7th Edition):

Sweeney, Carly M. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Web. 20 Sep 2020.

Vancouver:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2020 Sep 20]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433.

Council of Science Editors:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433

19. Hawkins, Rhonda. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  ABSTRACT This study examined the effectiveness of the Arrowsmith Program at an Atlanta area private school during 2011-2014 school years. A mixed-methods investigation was… (more)

Subjects/Keywords: neuroplasticity; learning disabilities; Arrowsmith program

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

APA (6th Edition):

Hawkins, R. (2015). A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/130

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):

Hawkins, Rhonda. “A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.” 2015. Thesis, Georgia State University. Accessed September 20, 2020. https://scholarworks.gsu.edu/eps_diss/130.

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

MLA Handbook (7th Edition):

Hawkins, Rhonda. “A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.” 2015. Web. 20 Sep 2020.

Vancouver:

Hawkins R. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Sep 20]. Available from: https://scholarworks.gsu.edu/eps_diss/130.

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

Council of Science Editors:

Hawkins R. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/130

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


Michigan State University

20. Wiseman, William W. Differences between learning disabled and low achieving students on standard test performance.

Degree: PhD, Department of Counseling, Educational Psychology, and Special Education, 1984, Michigan State University

Subjects/Keywords: Learning disabilities

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

APA (6th Edition):

Wiseman, W. W. (1984). Differences between learning disabled and low achieving students on standard test performance. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:45896

Chicago Manual of Style (16th Edition):

Wiseman, William W. “Differences between learning disabled and low achieving students on standard test performance.” 1984. Doctoral Dissertation, Michigan State University. Accessed September 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:45896.

MLA Handbook (7th Edition):

Wiseman, William W. “Differences between learning disabled and low achieving students on standard test performance.” 1984. Web. 20 Sep 2020.

Vancouver:

Wiseman WW. Differences between learning disabled and low achieving students on standard test performance. [Internet] [Doctoral dissertation]. Michigan State University; 1984. [cited 2020 Sep 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:45896.

Council of Science Editors:

Wiseman WW. Differences between learning disabled and low achieving students on standard test performance. [Doctoral Dissertation]. Michigan State University; 1984. Available from: http://etd.lib.msu.edu/islandora/object/etd:45896


University of Victoria

21. Sherman, Elisabeth Mary Suzanne. Neuropsychological correlates of social skills.

Degree: Department of Psychology, 2018, University of Victoria

 Case studies and a small number of group studies in the neuropsychological literature on adults and children with brain dysfunction suggest that certain cognitive skills… (more)

Subjects/Keywords: Learning disabilities; Minimal brain dysfunction

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APA (6th Edition):

Sherman, E. M. S. (2018). Neuropsychological correlates of social skills. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9778

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):

Sherman, Elisabeth Mary Suzanne. “Neuropsychological correlates of social skills.” 2018. Thesis, University of Victoria. Accessed September 20, 2020. https://dspace.library.uvic.ca//handle/1828/9778.

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

MLA Handbook (7th Edition):

Sherman, Elisabeth Mary Suzanne. “Neuropsychological correlates of social skills.” 2018. Web. 20 Sep 2020.

Vancouver:

Sherman EMS. Neuropsychological correlates of social skills. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Sep 20]. Available from: https://dspace.library.uvic.ca//handle/1828/9778.

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

Council of Science Editors:

Sherman EMS. Neuropsychological correlates of social skills. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9778

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


University of Minnesota

22. Maki, Kathrin. School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

 Students with learning disabilities (LD) are a heterogeneous group of learners who exhibit below-average achievement theoretically caused by an underlying psychological processing deficit (Fletcher, Lyon,… (more)

Subjects/Keywords: identification; learning disabilities; special education

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

APA (6th Edition):

Maki, K. (2015). School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182327

Chicago Manual of Style (16th Edition):

Maki, Kathrin. “School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data.” 2015. Doctoral Dissertation, University of Minnesota. Accessed September 20, 2020. http://hdl.handle.net/11299/182327.

MLA Handbook (7th Edition):

Maki, Kathrin. “School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data.” 2015. Web. 20 Sep 2020.

Vancouver:

Maki K. School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/11299/182327.

Council of Science Editors:

Maki K. School Psychologists’ Consistency and Confidence in Learning Disability Identification: The Impact of Identification Methodology and Inconclusive Student Data. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/182327

23. Bennett, Jamie. Environmental Factors and Learning Disabilities .

Degree: 2014, California State University – San Marcos

 Environmental Factors and Learning Disabilities Abstract This project focused on environmental factors and how these contribute to learning disabilities and delays. Research questions included: what… (more)

Subjects/Keywords: Environmental factors; impacts; learning disabilities

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APA (6th Edition):

Bennett, J. (2014). Environmental Factors and Learning Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/131451

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):

Bennett, Jamie. “Environmental Factors and Learning Disabilities .” 2014. Thesis, California State University – San Marcos. Accessed September 20, 2020. http://hdl.handle.net/10211.3/131451.

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

MLA Handbook (7th Edition):

Bennett, Jamie. “Environmental Factors and Learning Disabilities .” 2014. Web. 20 Sep 2020.

Vancouver:

Bennett J. Environmental Factors and Learning Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10211.3/131451.

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

Council of Science Editors:

Bennett J. Environmental Factors and Learning Disabilities . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/131451

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


University of Arizona

24. Horvath, Michael John. AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY .

Degree: 1978, University of Arizona

Subjects/Keywords: Learning disabilities.

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APA (6th Edition):

Horvath, M. J. (1978). AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/298749

Chicago Manual of Style (16th Edition):

Horvath, Michael John. “AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY .” 1978. Doctoral Dissertation, University of Arizona. Accessed September 20, 2020. http://hdl.handle.net/10150/298749.

MLA Handbook (7th Edition):

Horvath, Michael John. “AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY .” 1978. Web. 20 Sep 2020.

Vancouver:

Horvath MJ. AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY . [Internet] [Doctoral dissertation]. University of Arizona; 1978. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10150/298749.

Council of Science Editors:

Horvath MJ. AN IDENTIFICATION PROCEDURE IN LEARNING DISABILITY THROUGH FUZZY SET MODELING OF A VERBAL THEORY . [Doctoral Dissertation]. University of Arizona; 1978. Available from: http://hdl.handle.net/10150/298749


Queens University

25. Loten, Sarah Elizabeth. Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities .

Degree: Education, 2011, Queens University

 ABSTRACT The intent of this study was to explore the life and values of three home schooled adolescents with learning disabilities and their families, to… (more)

Subjects/Keywords: Learning Disabilities ; Home Schooling

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APA (6th Edition):

Loten, S. E. (2011). Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6693

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):

Loten, Sarah Elizabeth. “Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities .” 2011. Thesis, Queens University. Accessed September 20, 2020. http://hdl.handle.net/1974/6693.

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

MLA Handbook (7th Edition):

Loten, Sarah Elizabeth. “Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities .” 2011. Web. 20 Sep 2020.

Vancouver:

Loten SE. Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1974/6693.

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

Council of Science Editors:

Loten SE. Melissa, Trisha, and Ruth: Hearing the Voices of Three Home Schooled Adolescents With Learning Disabilities . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6693

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


California State University – Sacramento

26. Gojkovich, Stefanie Walberg. The impact of yoga on on-task behavior of students in a reading intervention class.

Degree: MA, Education (Special Education, 2020, California State University – Sacramento

 In order for teachers to present the most effective instruction to their students, research-based interventions and strategies must be in place. The purpose of this… (more)

Subjects/Keywords: Learning disabilities; Movement; Middle school

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APA (6th Edition):

Gojkovich, S. W. (2020). The impact of yoga on on-task behavior of students in a reading intervention class. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216737

Chicago Manual of Style (16th Edition):

Gojkovich, Stefanie Walberg. “The impact of yoga on on-task behavior of students in a reading intervention class.” 2020. Masters Thesis, California State University – Sacramento. Accessed September 20, 2020. http://hdl.handle.net/10211.3/216737.

MLA Handbook (7th Edition):

Gojkovich, Stefanie Walberg. “The impact of yoga on on-task behavior of students in a reading intervention class.” 2020. Web. 20 Sep 2020.

Vancouver:

Gojkovich SW. The impact of yoga on on-task behavior of students in a reading intervention class. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10211.3/216737.

Council of Science Editors:

Gojkovich SW. The impact of yoga on on-task behavior of students in a reading intervention class. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216737


University of Johannesburg

27. Cloete, Gideon Stephanus. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

In every classroom there are probably pupils with learning problems. If these children can be identified before they fail and appropriate assistance… (more)

Subjects/Keywords: Learning disabled children - Education; Learning disabilities - Testing

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APA (6th Edition):

Cloete, G. S. (2014). Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11204

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):

Cloete, Gideon Stephanus. “Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.” 2014. Thesis, University of Johannesburg. Accessed September 20, 2020. http://hdl.handle.net/10210/11204.

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

MLA Handbook (7th Edition):

Cloete, Gideon Stephanus. “Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.” 2014. Web. 20 Sep 2020.

Vancouver:

Cloete GS. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10210/11204.

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

Council of Science Editors:

Cloete GS. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11204

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


Columbia University

28. Geiger, Elizabeth Farrell. Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities.

Degree: 2019, Columbia University

 Since the multicultural movement, disability theorists have called to understand disability as a marginalized and socially constructed identity (Olkin, 2002). The current study aimed to… (more)

Subjects/Keywords: Mental health; Learning disabilities – Psychological aspects; Learning disabilities – Social aspects; Discrimination against people with disabilities

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APA (6th Edition):

Geiger, E. F. (2019). Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-bsjg-yq92

Chicago Manual of Style (16th Edition):

Geiger, Elizabeth Farrell. “Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities.” 2019. Doctoral Dissertation, Columbia University. Accessed September 20, 2020. https://doi.org/10.7916/d8-bsjg-yq92.

MLA Handbook (7th Edition):

Geiger, Elizabeth Farrell. “Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities.” 2019. Web. 20 Sep 2020.

Vancouver:

Geiger EF. Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Sep 20]. Available from: https://doi.org/10.7916/d8-bsjg-yq92.

Council of Science Editors:

Geiger EF. Don’t DIS my ABILITY: Expansion of Minority Stress Theory for Adults with Learning Disabilities. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-bsjg-yq92


University of Houston

29. Wood, William. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The rationale of Response to Intervention (RtI) programs is to address the educational issue of the over-identification of students to special education programs (Batsche, Elliott,… (more)

Subjects/Keywords: Response to intervention (RtI); Learning disabilities; Learning; Disabilities

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APA (6th Edition):

Wood, W. (2014). Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2033

Chicago Manual of Style (16th Edition):

Wood, William. “Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.” 2014. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/2033.

MLA Handbook (7th Edition):

Wood, William. “Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.” 2014. Web. 20 Sep 2020.

Vancouver:

Wood W. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/2033.

Council of Science Editors:

Wood W. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/2033


University of Georgia

30. Kidd, Katharine Cooke. The educational perspectives of high school students who have gifted and learning disabilities profiles.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate the educational narratives of high school students who have gifted and learning disabilities profiles. The main goal… (more)

Subjects/Keywords: African American; Gifted/Learning Disabilities; Giftedness; High School Students; Learning Disabilities

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APA (6th Edition):

Kidd, K. C. (2014). The educational perspectives of high school students who have gifted and learning disabilities profiles. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21549

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):

Kidd, Katharine Cooke. “The educational perspectives of high school students who have gifted and learning disabilities profiles.” 2014. Thesis, University of Georgia. Accessed September 20, 2020. http://hdl.handle.net/10724/21549.

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

MLA Handbook (7th Edition):

Kidd, Katharine Cooke. “The educational perspectives of high school students who have gifted and learning disabilities profiles.” 2014. Web. 20 Sep 2020.

Vancouver:

Kidd KC. The educational perspectives of high school students who have gifted and learning disabilities profiles. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10724/21549.

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

Council of Science Editors:

Kidd KC. The educational perspectives of high school students who have gifted and learning disabilities profiles. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21549

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

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