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You searched for subject:(Multiple disabilities). Showing records 1 – 30 of 86 total matches.

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University of Canterbury

1. Clements, Hannah. An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities.

Degree: Communication Disorders, 2009, University of Canterbury

 Children who have multiple disabilities often have complex communicational needs (Crickmay 1966; Orelove & Sobsey, 1996; Van Riper & Erickson, 1996; Workinger 2005). To augment… (more)

Subjects/Keywords: multiple disabilities; communicational needs

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APA (6th Edition):

Clements, H. (2009). An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2897

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):

Clements, Hannah. “An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities.” 2009. Thesis, University of Canterbury. Accessed March 21, 2019. http://hdl.handle.net/10092/2897.

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

MLA Handbook (7th Edition):

Clements, Hannah. “An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities.” 2009. Web. 21 Mar 2019.

Vancouver:

Clements H. An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10092/2897.

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

Council of Science Editors:

Clements H. An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/2897

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


University of Arizona

2. Ali, Emad Mohammed. The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment .

Degree: 2009, University of Arizona

 The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach… (more)

Subjects/Keywords: Communication; Multiple disabilities; PECS; Visual impairment

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APA (6th Edition):

Ali, E. M. (2009). The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195459

Chicago Manual of Style (16th Edition):

Ali, Emad Mohammed. “The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 21, 2019. http://hdl.handle.net/10150/195459.

MLA Handbook (7th Edition):

Ali, Emad Mohammed. “The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment .” 2009. Web. 21 Mar 2019.

Vancouver:

Ali EM. The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10150/195459.

Council of Science Editors:

Ali EM. The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195459


University of Adelaide

3. Harries, Julia Anne. Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs.

Degree: 2009, University of Adelaide

 Individualised needs based approaches are increasingly being utilised to fund disability support services. Frequently, standardised assessments such as adaptive behaviour scales and, more recently, measures… (more)

Subjects/Keywords: intellectual disability; adaptive behaviours; support needs; multiple disabilities; People with mental disabilities Care.

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APA (6th Edition):

Harries, J. A. (2009). Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/57098

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):

Harries, Julia Anne. “Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs.” 2009. Thesis, University of Adelaide. Accessed March 21, 2019. http://hdl.handle.net/2440/57098.

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

MLA Handbook (7th Edition):

Harries, Julia Anne. “Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs.” 2009. Web. 21 Mar 2019.

Vancouver:

Harries JA. Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs. [Internet] [Thesis]. University of Adelaide; 2009. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/2440/57098.

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

Council of Science Editors:

Harries JA. Support needs assessment for individuals with intellectual disabilities : an investigation of the nature of the support needs construct and disability factors that impact on support needs. [Thesis]. University of Adelaide; 2009. Available from: http://hdl.handle.net/2440/57098

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

4. Adenize Queiroz de Farias. Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade.

Degree: 2011, Universidade Federal da Paraíba

Esta dissertação teve como foco a Mulher com deficiência e sua capacidade de resistir e superar os efeitos de experiências adversas geradas pelas condições de… (more)

Subjects/Keywords: Múltipla vulnerabilidade; Resiliência; Deficiência; Gênero; EDUCACAO; Gender; Disabilities; Multiple Vulnerability; Resilience

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APA (6th Edition):

Farias, A. Q. d. (2011). Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1556

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):

Farias, Adenize Queiroz de. “Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade.” 2011. Thesis, Universidade Federal da Paraíba. Accessed March 21, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1556.

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

MLA Handbook (7th Edition):

Farias, Adenize Queiroz de. “Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade.” 2011. Web. 21 Mar 2019.

Vancouver:

Farias AQd. Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 Mar 21]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1556.

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

Council of Science Editors:

Farias AQd. Gênero e deficiência: uma história feminina de ruptura e superação de vulnerabilidade. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1556

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


The Ohio State University

5. DeBar, Ruth M. Teaching Learners with Multiple Disabilities to Isolate Phonemes.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 The current investigation employed a multiple-probe design to evaluate the effectiveness and efficiency of an instructional package on a phonemic awareness task by six learners… (more)

Subjects/Keywords: Special Education; Multiple disabilities; phonemic awareness; instructional package

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APA (6th Edition):

DeBar, R. M. (2008). Teaching Learners with Multiple Disabilities to Isolate Phonemes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

Chicago Manual of Style (16th Edition):

DeBar, Ruth M. “Teaching Learners with Multiple Disabilities to Isolate Phonemes.” 2008. Doctoral Dissertation, The Ohio State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

MLA Handbook (7th Edition):

DeBar, Ruth M. “Teaching Learners with Multiple Disabilities to Isolate Phonemes.” 2008. Web. 21 Mar 2019.

Vancouver:

DeBar RM. Teaching Learners with Multiple Disabilities to Isolate Phonemes. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

Council of Science Editors:

DeBar RM. Teaching Learners with Multiple Disabilities to Isolate Phonemes. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142


The Ohio State University

6. Wheeler, Geoffrey M. An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities.

Degree: MA, ED Physical Activities and Educational Services, 2009, The Ohio State University

 This study used duration of eye gaze toward a stimulus to measure preference. The study took place in two schools for students with mental retardation… (more)

Subjects/Keywords: Special Education; preference assessments; eye gaze; multiple disabilities

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APA (6th Edition):

Wheeler, G. M. (2009). An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534

Chicago Manual of Style (16th Edition):

Wheeler, Geoffrey M. “An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities.” 2009. Masters Thesis, The Ohio State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534.

MLA Handbook (7th Edition):

Wheeler, Geoffrey M. “An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities.” 2009. Web. 21 Mar 2019.

Vancouver:

Wheeler GM. An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534.

Council of Science Editors:

Wheeler GM. An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534


Universiteit Utrecht

7. Twilhaar, E.S. Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa.

Degree: 2012, Universiteit Utrecht

 Conductive Education (CE) is a holistic educational system developed by András Petö, which aims on teaching and motivating the child with cerebral palsy (CP) to… (more)

Subjects/Keywords: Sociale Wetenschappen; Conductive Education, multiple disabilities, Cerebral Palsy

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APA (6th Edition):

Twilhaar, E. S. (2012). Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/241666

Chicago Manual of Style (16th Edition):

Twilhaar, E S. “Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/241666.

MLA Handbook (7th Edition):

Twilhaar, E S. “Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa.” 2012. Web. 21 Mar 2019.

Vancouver:

Twilhaar ES. Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Mar 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/241666.

Council of Science Editors:

Twilhaar ES. Evaluation of a Conductive Education intervention for children with profound multiple disabilities in a residential children’s home in South Africa. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/241666

8. Lopes, Maria da Graça de Jesus Batista. Qualidade dos contextos educativos: multideficiência e inclusão.

Degree: 2012, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação- Especialidade Educação Especial

Esta dissertação foi… (more)

Subjects/Keywords: Inclusão; Multideficiência; Atividades; Currículo; Inclusion; Multiple disabilities; Activities; Curriculum

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APA (6th Edition):

Lopes, M. d. G. d. J. B. (2012). Qualidade dos contextos educativos: multideficiência e inclusão. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2388

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):

Lopes, Maria da Graça de Jesus Batista. “Qualidade dos contextos educativos: multideficiência e inclusão.” 2012. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2388.

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

MLA Handbook (7th Edition):

Lopes, Maria da Graça de Jesus Batista. “Qualidade dos contextos educativos: multideficiência e inclusão.” 2012. Web. 21 Mar 2019.

Vancouver:

Lopes MdGdJB. Qualidade dos contextos educativos: multideficiência e inclusão. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2012. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2388.

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

Council of Science Editors:

Lopes MdGdJB. Qualidade dos contextos educativos: multideficiência e inclusão. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2388

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

9. Ferreira, Virgínia Maria Mota dos Santos. Práticas de inclusão com alunos com multideficiência no 1º Ciclo.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Educação Especial – Problemas Cognitivos… (more)

Subjects/Keywords: Inclusão; Multideficiência; Práticas educativas; Interações; Inclusion; Multiple disabilities; Educational practices; Interactions

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APA (6th Edition):

Ferreira, V. M. M. d. S. (2013). Práticas de inclusão com alunos com multideficiência no 1º Ciclo. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3138

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):

Ferreira, Virgínia Maria Mota dos Santos. “Práticas de inclusão com alunos com multideficiência no 1º Ciclo.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3138.

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

MLA Handbook (7th Edition):

Ferreira, Virgínia Maria Mota dos Santos. “Práticas de inclusão com alunos com multideficiência no 1º Ciclo.” 2013. Web. 21 Mar 2019.

Vancouver:

Ferreira VMMdS. Práticas de inclusão com alunos com multideficiência no 1º Ciclo. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3138.

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

Council of Science Editors:

Ferreira VMMdS. Práticas de inclusão com alunos com multideficiência no 1º Ciclo. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3138

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

10. Carvalho, Sofia Nunes de. Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação para a obtenção do grau de mestre em Ciências da Educação - Especialidade Educação Especial

O presente estudo tem como objectivo principal, estudar as interações entre alunos com multideficiência...

Advisors/Committee Members: Silva, Francisco Vaz da.

Subjects/Keywords: Multideficiência; Interações entre pares; Inclusão; Multiple disabilities; Interactions; Inclusion

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APA (6th Edition):

Carvalho, S. N. d. (2013). Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4268

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):

Carvalho, Sofia Nunes de. “Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4268.

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

MLA Handbook (7th Edition):

Carvalho, Sofia Nunes de. “Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar.” 2013. Web. 21 Mar 2019.

Vancouver:

Carvalho SNd. Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4268.

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

Council of Science Editors:

Carvalho SNd. Interações entre alunos com multideficiência e alunos com desenvolvimento típico emcontexto escolar. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4268

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

11. Fuentes, Marisa Miguel Assis. Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso.

Degree: 2015, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Ensino Especial – ramo de Problemas de Cognição e… (more)

Subjects/Keywords: Inclusão; Multideficiência; Práticas pedagógicas; Estratégias; Inclusion; Multiple disabilities; Teaching practises; Strategies

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APA (6th Edition):

Fuentes, M. M. A. (2015). Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6247

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):

Fuentes, Marisa Miguel Assis. “Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso.” 2015. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6247.

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

MLA Handbook (7th Edition):

Fuentes, Marisa Miguel Assis. “Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso.” 2015. Web. 21 Mar 2019.

Vancouver:

Fuentes MMA. Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6247.

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

Council of Science Editors:

Fuentes MMA. Inclusão de alunos com multideficiência no 1º ciclo do ensino básico: práticas usadas num caso. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6247

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


Vanderbilt University

12. Ivy, Sarah Elizabeth. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Childrenâs ability to use a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake. Children with multiple(more)

Subjects/Keywords: prompting; eating skills; multiple disabilities; visual impairment; graduated guidance

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APA (6th Edition):

Ivy, S. E. (2014). An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;

Chicago Manual of Style (16th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 21, 2019. http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

MLA Handbook (7th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Web. 21 Mar 2019.

Vancouver:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Mar 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

Council of Science Editors:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;


University of Edinburgh

13. Crawford, Hannah Grace. Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers.

Degree: PhD, 2016, University of Edinburgh

 This study aims to develop an understanding of the lived experience of family carers of people with PIMD and dysphagia, in relation to mealtimes and… (more)

Subjects/Keywords: dysphagia; profound intellectual and multiple disabilities; PIMD; family carers; mealtimes

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

APA (6th Edition):

Crawford, H. G. (2016). Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25445

Chicago Manual of Style (16th Edition):

Crawford, Hannah Grace. “Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed March 21, 2019. http://hdl.handle.net/1842/25445.

MLA Handbook (7th Edition):

Crawford, Hannah Grace. “Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers.” 2016. Web. 21 Mar 2019.

Vancouver:

Crawford HG. Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1842/25445.

Council of Science Editors:

Crawford HG. Mealtimes and food for people with profound intellectual and multiple disabilities and dysphagia : understanding the lived experience of family carers. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/25445


Victoria University of Wellington

14. Roche, Laura. Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities.

Degree: 2017, Victoria University of Wellington

 Individuals with profound and multiple disability (PMD) experience more than one type of disability, typically severe to profound intellectual disability and significant motoric impairment. These… (more)

Subjects/Keywords: Communciation; Profound and multiple disabilities; Assitive technology; Microswitch

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APA (6th Edition):

Roche, L. (2017). Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6565

Chicago Manual of Style (16th Edition):

Roche, Laura. “Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/6565.

MLA Handbook (7th Edition):

Roche, Laura. “Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities.” 2017. Web. 21 Mar 2019.

Vancouver:

Roche L. Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/6565.

Council of Science Editors:

Roche L. Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6565


University of Ottawa

15. Lummiss, Megan. Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students .

Degree: 2016, University of Ottawa

 Research has shown self-concept to be a significant influence of later success in life, yet studies have rarely focused on the perceptions of students in… (more)

Subjects/Keywords: Gifted; Learning Disabilities; G/LD; Body Biography; Multiple case study

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APA (6th Edition):

Lummiss, M. (2016). Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35605

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):

Lummiss, Megan. “Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students .” 2016. Thesis, University of Ottawa. Accessed March 21, 2019. http://hdl.handle.net/10393/35605.

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

MLA Handbook (7th Edition):

Lummiss, Megan. “Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students .” 2016. Web. 21 Mar 2019.

Vancouver:

Lummiss M. Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10393/35605.

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

Council of Science Editors:

Lummiss M. Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35605

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


Utah State University

16. Horrocks, Erin L. The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities.

Degree: PhD, Special Education and Rehabilitation, 2010, Utah State University

 A multi component training package (live training, video modeling, role playing, and feedback) was used to train teachers to assess and instruct students with profound… (more)

Subjects/Keywords: access skill assessment; assessment and instructional training; in-service training; profound multiple disabilities; severe disabilities; teacher training; Special Education and Teaching

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

APA (6th Edition):

Horrocks, E. L. (2010). The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/587

Chicago Manual of Style (16th Edition):

Horrocks, Erin L. “The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities.” 2010. Doctoral Dissertation, Utah State University. Accessed March 21, 2019. https://digitalcommons.usu.edu/etd/587.

MLA Handbook (7th Edition):

Horrocks, Erin L. “The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities.” 2010. Web. 21 Mar 2019.

Vancouver:

Horrocks EL. The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Mar 21]. Available from: https://digitalcommons.usu.edu/etd/587.

Council of Science Editors:

Horrocks EL. The Effects of In-Service Teacher Training on Correct Implementation of Assessment and Instructional Procecdures for Teachers of Individuals with Profound Multiple Disabilities. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/587


Ryerson University

17. Culp, Danielle E. Illness intrusiveness and sexual satisfaction among women with multiple sclerosis.

Degree: 2010, Ryerson University

Multiple sclerosis (MS) is a disorder of the central nervous system that occurs in 55,000 - 75,000 Canadians. MS causes symptoms such as muscle weakness,… (more)

Subjects/Keywords: Multiple sclerosis  – Social aspects; Women with disabilities  – Sexual behavior; People with disabilities  – Sexual behavior; Women  – Sexual behavior  – Case studies

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APA (6th Edition):

Culp, D. E. (2010). Illness intrusiveness and sexual satisfaction among women with multiple sclerosis. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1642

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):

Culp, Danielle E. “Illness intrusiveness and sexual satisfaction among women with multiple sclerosis.” 2010. Thesis, Ryerson University. Accessed March 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A1642.

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

MLA Handbook (7th Edition):

Culp, Danielle E. “Illness intrusiveness and sexual satisfaction among women with multiple sclerosis.” 2010. Web. 21 Mar 2019.

Vancouver:

Culp DE. Illness intrusiveness and sexual satisfaction among women with multiple sclerosis. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Mar 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1642.

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

Council of Science Editors:

Culp DE. Illness intrusiveness and sexual satisfaction among women with multiple sclerosis. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1642

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


University of Louisville

18. Alkohaiz, Mohammed Abdulrahman. Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia.

Degree: PhD, 2018, University of Louisville

  Studies on the needs of families of children with multiple disabilities are few and limited, and none of these studies have been conducted in… (more)

Subjects/Keywords: social work; families needs; children with multiple disabilities; Saudi Arabia; children with disabilities; educational, financial, and social needs; Social Work

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

APA (6th Edition):

Alkohaiz, M. A. (2018). Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2990 ; https://ir.library.louisville.edu/etd/2990

Chicago Manual of Style (16th Edition):

Alkohaiz, Mohammed Abdulrahman. “Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia.” 2018. Doctoral Dissertation, University of Louisville. Accessed March 21, 2019. 10.18297/etd/2990 ; https://ir.library.louisville.edu/etd/2990.

MLA Handbook (7th Edition):

Alkohaiz, Mohammed Abdulrahman. “Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia.” 2018. Web. 21 Mar 2019.

Vancouver:

Alkohaiz MA. Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Mar 21]. Available from: 10.18297/etd/2990 ; https://ir.library.louisville.edu/etd/2990.

Council of Science Editors:

Alkohaiz MA. Educational, financial, and social needs of families of children with multiple disabilities in Saudi Arabia. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2990 ; https://ir.library.louisville.edu/etd/2990

19. Barroso, Estefânia Venâncio. Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso.

Degree: 2013, Instituto Politécnico de Castelo Branco

Trabalho Projeto apresentado ao Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Especial – Domínio… (more)

Subjects/Keywords: Necessidades Educativas Especiais; Inclusão; Multideficiência; Unidades de apoio à multideficiência e urdocegueira congénita; Special educational needs; Inclusion; Multiple disabilities; Specialized units for students with multiple disabilities and congenital deafness-blindness

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

APA (6th Edition):

Barroso, E. V. (2013). Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso. (Thesis). Instituto Politécnico de Castelo Branco. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/1764

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):

Barroso, Estefânia Venâncio. “Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso.” 2013. Thesis, Instituto Politécnico de Castelo Branco. Accessed March 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/1764.

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

MLA Handbook (7th Edition):

Barroso, Estefânia Venâncio. “Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso.” 2013. Web. 21 Mar 2019.

Vancouver:

Barroso EV. Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso. [Internet] [Thesis]. Instituto Politécnico de Castelo Branco; 2013. [cited 2019 Mar 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/1764.

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

Council of Science Editors:

Barroso EV. Um olhar sobre uma unidade de apoio à multideficiência : estudo de caso. [Thesis]. Instituto Politécnico de Castelo Branco; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/1764

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

20. Quintas, Tânia Sofia. A unidade de apoio a alunos com multideficiência como resposta educativa à problemática.

Degree: 2013, RCAAP

Este estudo teve como tema A Unidade de Apoio a Alunos com Multideficiência como Resposta Educativa à Problemática. O estudo foi realizado com alunos que… (more)

Subjects/Keywords: Inclusão; Multideficiência; Unidade de Apoio a Alunos com Multideficiência; Escala Callier Azusa; Inclusion; Multiple Disabilities; upport Unit to Students with Multiple Disabilities; Callier Azusa Scale

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

APA (6th Edition):

Quintas, T. S. (2013). A unidade de apoio a alunos com multideficiência como resposta educativa à problemática. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10761

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):

Quintas, Tânia Sofia. “A unidade de apoio a alunos com multideficiência como resposta educativa à problemática.” 2013. Thesis, RCAAP. Accessed March 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10761.

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

MLA Handbook (7th Edition):

Quintas, Tânia Sofia. “A unidade de apoio a alunos com multideficiência como resposta educativa à problemática.” 2013. Web. 21 Mar 2019.

Vancouver:

Quintas TS. A unidade de apoio a alunos com multideficiência como resposta educativa à problemática. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Mar 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10761.

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

Council of Science Editors:

Quintas TS. A unidade de apoio a alunos com multideficiência como resposta educativa à problemática. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10761

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

21. Silva, Maria Helena Correia Pereira. Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência.

Degree: 2016, RCAAP

Dissertação de Mestrado em Educação Artística apresentada na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

O presente estudo partiu da seguinte… (more)

Subjects/Keywords: Musicoterapia; Multideficiência; Intervenção educativa; Music therapy; Profound intelectual and multiple disabilities; Educational intervention

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

APA (6th Edition):

Silva, M. H. C. P. (2016). Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1627

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):

Silva, Maria Helena Correia Pereira. “Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência.” 2016. Thesis, RCAAP. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1627.

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

MLA Handbook (7th Edition):

Silva, Maria Helena Correia Pereira. “Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência.” 2016. Web. 21 Mar 2019.

Vancouver:

Silva MHCP. Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência. [Internet] [Thesis]. RCAAP; 2016. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1627.

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

Council of Science Editors:

Silva MHCP. Desenvolvimento e avaliação de um programa educativo inspirado na musicoterapia para alunos com multideficiência. [Thesis]. RCAAP; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1627

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


University of Pretoria

22. Naudé, Tracy Elaine. The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities.

Degree: PhD, Centre for Augmentative & Alternative Communication (CAAC), 2015, University of Pretoria

 Children with intellectual disabilities are often denied exposure to mathematical word-problem solving since it is believed to beyond their intellectual abilities. This study aimed to… (more)

Subjects/Keywords: UCTD; Aided input; Aided language stimulation; Intellectual disabilities; Multiple baseline design; Word-problem solving

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

APA (6th Edition):

Naudé, T. E. (2015). The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/49384

Chicago Manual of Style (16th Edition):

Naudé, Tracy Elaine. “The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities.” 2015. Doctoral Dissertation, University of Pretoria. Accessed March 21, 2019. http://hdl.handle.net/2263/49384.

MLA Handbook (7th Edition):

Naudé, Tracy Elaine. “The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities.” 2015. Web. 21 Mar 2019.

Vancouver:

Naudé TE. The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/2263/49384.

Council of Science Editors:

Naudé TE. The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/49384


University of Kansas

23. Walker, Corinne Nicole. Intensive Eye Gaze Training for AAC Access: A Case Study.

Degree: MA, Hearing and Speech, 2016, University of Kansas

 This was a case study investigating intensive eye gaze intervention for accessing an augmentative and alternative communication device. The participant was an individual with cortical… (more)

Subjects/Keywords: Speech therapy; Augmentative and Alternative Communication; Cortical Visual Impairment; Eye gaze access; Multiple disabilities

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APA (6th Edition):

Walker, C. N. (2016). Intensive Eye Gaze Training for AAC Access: A Case Study. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21909

Chicago Manual of Style (16th Edition):

Walker, Corinne Nicole. “Intensive Eye Gaze Training for AAC Access: A Case Study.” 2016. Masters Thesis, University of Kansas. Accessed March 21, 2019. http://hdl.handle.net/1808/21909.

MLA Handbook (7th Edition):

Walker, Corinne Nicole. “Intensive Eye Gaze Training for AAC Access: A Case Study.” 2016. Web. 21 Mar 2019.

Vancouver:

Walker CN. Intensive Eye Gaze Training for AAC Access: A Case Study. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1808/21909.

Council of Science Editors:

Walker CN. Intensive Eye Gaze Training for AAC Access: A Case Study. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21909


Universiteit Utrecht

24. Halfens, J.L. Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities.

Degree: 2012, Universiteit Utrecht

 Introduction: The current research evaluates the effectiveness of Multisensory Storytelling (MSST) in individuals with profound multiple disabilities living in Sizanani Home, South Africa. With Multisensory… (more)

Subjects/Keywords: Sociale Wetenschappen; Cerebral Palsy, Sensory stimulation, Multisensory Storytelling, MSST, social responsiveness, profound multiple disabilities.

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

APA (6th Edition):

Halfens, J. L. (2012). Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/251711

Chicago Manual of Style (16th Edition):

Halfens, J L. “Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/251711.

MLA Handbook (7th Edition):

Halfens, J L. “Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities.” 2012. Web. 21 Mar 2019.

Vancouver:

Halfens JL. Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Mar 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/251711.

Council of Science Editors:

Halfens JL. Multisensory Storytelling: the effect on positive social responsiveness in children with profound multiple disabilities. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/251711


Universiteit Utrecht

25. Willems, N.W.J. “Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa.

Degree: 2014, Universiteit Utrecht

 Abstract The goal of the present study is to examine the effectiveness of an adapted version of Multi-Sensory Storytelling (MSST) on the responsiveness of Multi… (more)

Subjects/Keywords: Multi-Sensory Storytelling (MSST); Responsiveness; Caregivers; Multiple Disabilities; South Africa; Children’s Home

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

APA (6th Edition):

Willems, N. W. J. (2014). “Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/302724

Chicago Manual of Style (16th Edition):

Willems, N W J. ““Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa.” 2014. Masters Thesis, Universiteit Utrecht. Accessed March 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/302724.

MLA Handbook (7th Edition):

Willems, N W J. ““Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa.” 2014. Web. 21 Mar 2019.

Vancouver:

Willems NWJ. “Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Mar 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/302724.

Council of Science Editors:

Willems NWJ. “Sense the story” The effectiveness of an adapted version of Multi-Sensory Storytelling on the responsiveness of children, adolescents and young adults with Multiple Disabilities at a Children’s Home in South Africa. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/302724

26. Garcia, Mariana. Strategies to Help English Language Learners Succeed in the Least Restrictive Environment .

Degree: 2012, California State University – San Marcos

 Elementary students who are English Language Learners (ELLs) and also receive special education services may have multicultural, multilingual and special needs that have to be… (more)

Subjects/Keywords: English Language Learners; Least Restrictive Environment; Learning Disabilities; Multiple Intelligences; Special Education

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

APA (6th Edition):

Garcia, M. (2012). Strategies to Help English Language Learners Succeed in the Least Restrictive Environment . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/176

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):

Garcia, Mariana. “Strategies to Help English Language Learners Succeed in the Least Restrictive Environment .” 2012. Thesis, California State University – San Marcos. Accessed March 21, 2019. http://hdl.handle.net/10211.8/176.

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

MLA Handbook (7th Edition):

Garcia, Mariana. “Strategies to Help English Language Learners Succeed in the Least Restrictive Environment .” 2012. Web. 21 Mar 2019.

Vancouver:

Garcia M. Strategies to Help English Language Learners Succeed in the Least Restrictive Environment . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10211.8/176.

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

Council of Science Editors:

Garcia M. Strategies to Help English Language Learners Succeed in the Least Restrictive Environment . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/176

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


Ryerson University

27. Blackmore, Danielle. Dating and attachment among single women with multiple sclerosis.

Degree: 2015, Ryerson University

 The present study investigated the dating experiences of single women living with multiple sclerosis (MS). The present research used a mixed methods approach, with the… (more)

Subjects/Keywords: Attachment behavior.; Multiple sclerosis  – Social aspects.; Women with disabilities  – Sexual behavior.; Dating (Social customs)

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

APA (6th Edition):

Blackmore, D. (2015). Dating and attachment among single women with multiple sclerosis. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A4196

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):

Blackmore, Danielle. “Dating and attachment among single women with multiple sclerosis.” 2015. Thesis, Ryerson University. Accessed March 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A4196.

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

MLA Handbook (7th Edition):

Blackmore, Danielle. “Dating and attachment among single women with multiple sclerosis.” 2015. Web. 21 Mar 2019.

Vancouver:

Blackmore D. Dating and attachment among single women with multiple sclerosis. [Internet] [Thesis]. Ryerson University; 2015. [cited 2019 Mar 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4196.

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

Council of Science Editors:

Blackmore D. Dating and attachment among single women with multiple sclerosis. [Thesis]. Ryerson University; 2015. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4196

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


University of Western Ontario

28. Billawala, Alshaba Shiraj. An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs.

Degree: 2016, University of Western Ontario

 Children and youth presenting with complex special needs (CSN) experience a variety of different developmental and health problems and require multiple services from a range… (more)

Subjects/Keywords: interRAI; complex special needs; multiple needs; funding referral; risk factors; disabilities; Counseling

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

APA (6th Edition):

Billawala, A. S. (2016). An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3680

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):

Billawala, Alshaba Shiraj. “An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs.” 2016. Thesis, University of Western Ontario. Accessed March 21, 2019. https://ir.lib.uwo.ca/etd/3680.

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

MLA Handbook (7th Edition):

Billawala, Alshaba Shiraj. “An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs.” 2016. Web. 21 Mar 2019.

Vancouver:

Billawala AS. An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Mar 21]. Available from: https://ir.lib.uwo.ca/etd/3680.

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

Council of Science Editors:

Billawala AS. An Examination of Risk Factors Among Male Children and Youth with Complex Special Needs. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3680

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

29. Gomes, Juliana Raquel Marques. Centro de Recursos para a Inclusão na Multideficiência: as equipas.

Degree: 2013, Instituto Politécnico do Porto

A inclusão como paradigma educativo é cada vez mais aceite nos dias de hoje. Diversas publicações neste âmbito, tais como O Forúm Mundial de Educação… (more)

Subjects/Keywords: CRI, inclusão, multideficiência, participação; CRI, inclusion, multiple disabilities, participation; Domínio/Área Científica::Ciências Sociais

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

APA (6th Edition):

Gomes, J. R. M. (2013). Centro de Recursos para a Inclusão na Multideficiência: as equipas. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6737

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):

Gomes, Juliana Raquel Marques. “Centro de Recursos para a Inclusão na Multideficiência: as equipas.” 2013. Thesis, Instituto Politécnico do Porto. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6737.

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

MLA Handbook (7th Edition):

Gomes, Juliana Raquel Marques. “Centro de Recursos para a Inclusão na Multideficiência: as equipas.” 2013. Web. 21 Mar 2019.

Vancouver:

Gomes JRM. Centro de Recursos para a Inclusão na Multideficiência: as equipas. [Internet] [Thesis]. Instituto Politécnico do Porto; 2013. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6737.

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

Council of Science Editors:

Gomes JRM. Centro de Recursos para a Inclusão na Multideficiência: as equipas. [Thesis]. Instituto Politécnico do Porto; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/6737

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

30. Rocha, Soraia Filipa Coelho da. Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão.

Degree: 2014, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Ensino Especial – ramo de Problemas de Cognição e… (more)

Subjects/Keywords: Aprendizagem; Inclusão; Multideficiência; Tecnologias de apoio; Learning; Inclusion; Multiple disabilities; Assistive technology

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

APA (6th Edition):

Rocha, S. F. C. d. (2014). Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4116

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):

Rocha, Soraia Filipa Coelho da. “Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão.” 2014. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4116.

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

MLA Handbook (7th Edition):

Rocha, Soraia Filipa Coelho da. “Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão.” 2014. Web. 21 Mar 2019.

Vancouver:

Rocha SFCd. Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2014. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4116.

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

Council of Science Editors:

Rocha SFCd. Tecnologias de apoio e multideficiência: recursos mediadores da aprendizagem e da inclusão. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4116

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

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