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You searched for subject:(SCHOOL INCLUSION). Showing records 1 – 30 of 659 total matches.

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University of Exeter

1. Thomas, Ndame. Whole school inclusion : a case study of two secondary schools in Cameroon.

Degree: Thesis (EdD), 2012, University of Exeter

 The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the… (more)

Subjects/Keywords: 371.9046096711; Whole School Inclusion

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APA (6th Edition):

Thomas, N. (2012). Whole school inclusion : a case study of two secondary schools in Cameroon. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3900

Chicago Manual of Style (16th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Doctoral Dissertation, University of Exeter. Accessed February 23, 2020. http://hdl.handle.net/10036/3900.

MLA Handbook (7th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Web. 23 Feb 2020.

Vancouver:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10036/3900.

Council of Science Editors:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3900

2. Kuelbs, Laura. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .

Degree: 2015, California State University – San Marcos

 Participation in school settings and in community organizations is an important part of childhood. For children with autism spectrum disorder (ASD) and epilepsy, opportunities to… (more)

Subjects/Keywords: Autism; Epilepsy; Inclusion; School; Community

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APA (6th Edition):

Kuelbs, L. (2015). Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143793

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):

Kuelbs, Laura. “Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .” 2015. Thesis, California State University – San Marcos. Accessed February 23, 2020. http://hdl.handle.net/10211.3/143793.

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

MLA Handbook (7th Edition):

Kuelbs, Laura. “Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .” 2015. Web. 23 Feb 2020.

Vancouver:

Kuelbs L. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10211.3/143793.

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

Council of Science Editors:

Kuelbs L. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143793

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


University of Exeter

3. Thomas, Ndame. Whole school inclusion : a case study of two secondary schools in Cameroon.

Degree: Thesis (EdD), 2012, University of Exeter

 The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the… (more)

Subjects/Keywords: 371.9046096711; Whole School Inclusion

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

APA (6th Edition):

Thomas, N. (2012). Whole school inclusion : a case study of two secondary schools in Cameroon. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054

Chicago Manual of Style (16th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Doctoral Dissertation, University of Exeter. Accessed February 23, 2020. https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054.

MLA Handbook (7th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Web. 23 Feb 2020.

Vancouver:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2020 Feb 23]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054.

Council of Science Editors:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Doctoral Dissertation]. University of Exeter; 2012. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054


University of Southern California

4. Canges, Rebecca Lee. Investigating how general education middle school teachers support the social inclusion of students with special needs.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Because of the focus on inclusion in public schools today, the interest regarding how to effectively support students with special needs in the general education… (more)

Subjects/Keywords: social acceptance; social inclusion; middle school; inclusion; students with special needs

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

APA (6th Edition):

Canges, R. L. (2010). Investigating how general education middle school teachers support the social inclusion of students with special needs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618

Chicago Manual of Style (16th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 23, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

MLA Handbook (7th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Web. 23 Feb 2020.

Vancouver:

Canges RL. Investigating how general education middle school teachers support the social inclusion of students with special needs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

Council of Science Editors:

Canges RL. Investigating how general education middle school teachers support the social inclusion of students with special needs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618


Universidade Federal de Santa Maria

5. Jaluza de Souza Duarte. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.

Degree: 2008, Universidade Federal de Santa Maria

A presente dissertação traz como tema A escolarização de alunos com deficiência mental incluídos nas séries finais do ensino fundamental: um estudo das expectativas das… (more)

Subjects/Keywords: família; escola; inclusão; EDUCACAO; family; school; inclusion

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APA (6th Edition):

Duarte, J. d. S. (2008). A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006

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):

Duarte, Jaluza de Souza. “A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.” 2008. Thesis, Universidade Federal de Santa Maria. Accessed February 23, 2020. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006.

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

MLA Handbook (7th Edition):

Duarte, Jaluza de Souza. “A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.” 2008. Web. 23 Feb 2020.

Vancouver:

Duarte JdS. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2008. [cited 2020 Feb 23]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006.

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

Council of Science Editors:

Duarte JdS. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. [Thesis]. Universidade Federal de Santa Maria; 2008. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006

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


California State University – Sacramento

6. Walters, Kimberly A. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.

Degree: MA, Child Development (Applied Settings, 2012, California State University – Sacramento

 Advocates for children with disabilities are adamant about public schools providing a free and appropriate education for all students with disabilities. In response to this… (more)

Subjects/Keywords: Handbook; Elementary school curriculum; Inclusion classroom

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APA (6th Edition):

Walters, K. A. (2012). Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1446

Chicago Manual of Style (16th Edition):

Walters, Kimberly A. “Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.” 2012. Masters Thesis, California State University – Sacramento. Accessed February 23, 2020. http://hdl.handle.net/10211.9/1446.

MLA Handbook (7th Edition):

Walters, Kimberly A. “Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.” 2012. Web. 23 Feb 2020.

Vancouver:

Walters KA. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10211.9/1446.

Council of Science Editors:

Walters KA. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1446


Virginia Tech

7. Yearout, Rebecca Lee. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to… (more)

Subjects/Keywords: co-teaching; collaboration; inclusion; elementary school; rural

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APA (6th Edition):

Yearout, R. L. (2016). The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83390

Chicago Manual of Style (16th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 23, 2020. http://hdl.handle.net/10919/83390.

MLA Handbook (7th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Web. 23 Feb 2020.

Vancouver:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10919/83390.

Council of Science Editors:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83390


Texas A&M University

8. Luevanos, Elisabeth Avila. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.

Degree: PhD, Educational Administration, 2018, Texas A&M University

 This research highlights the development of a survey that measures students’ perspectives and the powerful role they play in measuring teachers’ and leaders’ practices for… (more)

Subjects/Keywords: Inclusion; Diversity; School Leadership; Student Voice

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APA (6th Edition):

Luevanos, E. A. (2018). Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173530

Chicago Manual of Style (16th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/173530.

MLA Handbook (7th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Web. 23 Feb 2020.

Vancouver:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/173530.

Council of Science Editors:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173530


University of North Texas

9. Farris, Troy K. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.

Degree: 2011, University of North Texas

 This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing… (more)

Subjects/Keywords: High school principals; students with disabilities; inclusion

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APA (6th Edition):

Farris, T. K. (2011). Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67981/

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):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Thesis, University of North Texas. Accessed February 23, 2020. https://digital.library.unt.edu/ark:/67531/metadc67981/.

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

MLA Handbook (7th Edition):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Web. 23 Feb 2020.

Vancouver:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Feb 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/.

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

Council of Science Editors:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/

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


University of Manitoba

10. Corbett, George. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.

Degree: Educational Administration, Foundations and Psychology, 2010, University of Manitoba

 For students with emotional and behavioural issues the bridge from middle years to senior years can be particularly challenging. This transition is especially problematic if… (more)

Subjects/Keywords: inclusion; behaviour; behavior; EBD; transition; high school

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APA (6th Edition):

Corbett, G. (2010). Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4063

Chicago Manual of Style (16th Edition):

Corbett, George. “Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.” 2010. Masters Thesis, University of Manitoba. Accessed February 23, 2020. http://hdl.handle.net/1993/4063.

MLA Handbook (7th Edition):

Corbett, George. “Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.” 2010. Web. 23 Feb 2020.

Vancouver:

Corbett G. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1993/4063.

Council of Science Editors:

Corbett G. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4063


Northeastern University

11. Champine, Katelyn E. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.

Degree: EdD, School of Education, 2017, Northeastern University

 This interpretive phenomenological analysis investigated the perceptions of school by students with emotional and/or behavioral disabilities (EBD) educated in a substantially separate classroom setting, and… (more)

Subjects/Keywords: behavioral disorder; emotional disorder; inclusion; school connectedness

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APA (6th Edition):

Champine, K. E. (2017). Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248329

Chicago Manual of Style (16th Edition):

Champine, Katelyn E. “Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.” 2017. Doctoral Dissertation, Northeastern University. Accessed February 23, 2020. http://hdl.handle.net/2047/D20248329.

MLA Handbook (7th Edition):

Champine, Katelyn E. “Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.” 2017. Web. 23 Feb 2020.

Vancouver:

Champine KE. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2047/D20248329.

Council of Science Editors:

Champine KE. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248329


University of Iowa

12. McKee, Ann Marie. A story of high school inclusion: an ethnographic case study.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  This is an ethnographic case study of the inclusion of a fifteen-year-old male with severe disabilities in general education classes in a four-year high… (more)

Subjects/Keywords: high school; inclusion; qualitative methods; Education

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APA (6th Edition):

McKee, A. M. (2011). A story of high school inclusion: an ethnographic case study. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1247

Chicago Manual of Style (16th Edition):

McKee, Ann Marie. “A story of high school inclusion: an ethnographic case study.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 23, 2020. https://ir.uiowa.edu/etd/1247.

MLA Handbook (7th Edition):

McKee, Ann Marie. “A story of high school inclusion: an ethnographic case study.” 2011. Web. 23 Feb 2020.

Vancouver:

McKee AM. A story of high school inclusion: an ethnographic case study. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Feb 23]. Available from: https://ir.uiowa.edu/etd/1247.

Council of Science Editors:

McKee AM. A story of high school inclusion: an ethnographic case study. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1247


Duquesne University

13. Mulholland, Shannon McQuone. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.

Degree: EdD, Instructional Leadership Excellence (ILEAD), 2011, Duquesne University

 As the practice of inclusion gained momentum in educational communities during the 1990s, attitudes toward the concept of inclusion were positive, and few educators opposed… (more)

Subjects/Keywords: Administrator attitudes; Disabilities; Inclusion; Independent school; Private school; Teacher attitudes

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APA (6th Edition):

Mulholland, S. M. (2011). The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/961

Chicago Manual of Style (16th Edition):

Mulholland, Shannon McQuone. “The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.” 2011. Doctoral Dissertation, Duquesne University. Accessed February 23, 2020. https://dsc.duq.edu/etd/961.

MLA Handbook (7th Edition):

Mulholland, Shannon McQuone. “The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.” 2011. Web. 23 Feb 2020.

Vancouver:

Mulholland SM. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2020 Feb 23]. Available from: https://dsc.duq.edu/etd/961.

Council of Science Editors:

Mulholland SM. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/961

14. Mazon, Cécile. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.

Degree: Docteur es, Sciences cognitives et Ergonomie - Option Sciences Cognitives, 2019, Bordeaux

 Bien que l’inclusion scolaire soit essentielle pour leur devenir socio-professionnel, les enfants et adolescents avec TSA rencontrent encore des difficultés à accéder à une scolarisation… (more)

Subjects/Keywords: Autisme; Inclusion scolaire; Technologies; Conception; Aidants; Autism; School inclusion; Technologies; Design; Caregivers

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APA (6th Edition):

Mazon, C. (2019). Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. (Doctoral Dissertation). Bordeaux. Retrieved from http://www.theses.fr/2019BORD0258

Chicago Manual of Style (16th Edition):

Mazon, Cécile. “Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.” 2019. Doctoral Dissertation, Bordeaux. Accessed February 23, 2020. http://www.theses.fr/2019BORD0258.

MLA Handbook (7th Edition):

Mazon, Cécile. “Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.” 2019. Web. 23 Feb 2020.

Vancouver:

Mazon C. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. [Internet] [Doctoral dissertation]. Bordeaux; 2019. [cited 2020 Feb 23]. Available from: http://www.theses.fr/2019BORD0258.

Council of Science Editors:

Mazon C. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. [Doctoral Dissertation]. Bordeaux; 2019. Available from: http://www.theses.fr/2019BORD0258

15. Hiltnar Silva Muniz. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.

Degree: 2009, Universidade Federal do Rio Grande do Norte

O presente estudo analisa o relacionamento existente entre a família de educandos que apresentam síndrome de Down e profissionais da instituição de ensino em que… (more)

Subjects/Keywords: EDUCACAO; Escola; Família; Processo educativo; Inclusão; family; educational process; inclusion; school

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

APA (6th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840

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):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.” 2009. Thesis, Universidade Federal do Rio Grande do Norte. Accessed February 23, 2020. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840.

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

MLA Handbook (7th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.” 2009. Web. 23 Feb 2020.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2009. [cited 2020 Feb 23]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840.

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

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. [Thesis]. Universidade Federal do Rio Grande do Norte; 2009. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840

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


University of Georgia

16. Cavanagh, Sarah Elizabeth. The impact of information source on middle school students' attitudes towards peers with autism.

Degree: PhD, Educational Psychology, 2009, University of Georgia

Inclusion of students with autism spectrum disorders (ASD) into mainstream classrooms is occurring at an increasing rate in schools. Research encourages the use of specific… (more)

Subjects/Keywords: autism; inclusion; middle school students; attitudes; educational intervention; social persuasion theory

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

APA (6th Edition):

Cavanagh, S. E. (2009). The impact of information source on middle school students' attitudes towards peers with autism. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cavanagh_sarah_e_200908_phd

Chicago Manual of Style (16th Edition):

Cavanagh, Sarah Elizabeth. “The impact of information source on middle school students' attitudes towards peers with autism.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 23, 2020. http://purl.galileo.usg.edu/uga_etd/cavanagh_sarah_e_200908_phd.

MLA Handbook (7th Edition):

Cavanagh, Sarah Elizabeth. “The impact of information source on middle school students' attitudes towards peers with autism.” 2009. Web. 23 Feb 2020.

Vancouver:

Cavanagh SE. The impact of information source on middle school students' attitudes towards peers with autism. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 23]. Available from: http://purl.galileo.usg.edu/uga_etd/cavanagh_sarah_e_200908_phd.

Council of Science Editors:

Cavanagh SE. The impact of information source on middle school students' attitudes towards peers with autism. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/cavanagh_sarah_e_200908_phd

17. Arantes, Fernanda Ferrari. Indicadores de sucesso na inclusão escolar: um estudo exploratório.

Degree: Mestrado, Psicologia Escolar e do Desenvolvimento Humano, 2013, University of São Paulo

Esta dissertação é um estudo exploratório que parte de uma proposta de tomar elementos discursivos de entrevistas realizadas com educadoras que trabalham em escolas de… (more)

Subjects/Keywords: Educação; Education; Inclusão escolar; Psicanálise; Psychoanalysis; School inclusion; Singularidade; Singularity

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

APA (6th Edition):

Arantes, F. F. (2013). Indicadores de sucesso na inclusão escolar: um estudo exploratório. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;

Chicago Manual of Style (16th Edition):

Arantes, Fernanda Ferrari. “Indicadores de sucesso na inclusão escolar: um estudo exploratório.” 2013. Masters Thesis, University of São Paulo. Accessed February 23, 2020. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;.

MLA Handbook (7th Edition):

Arantes, Fernanda Ferrari. “Indicadores de sucesso na inclusão escolar: um estudo exploratório.” 2013. Web. 23 Feb 2020.

Vancouver:

Arantes FF. Indicadores de sucesso na inclusão escolar: um estudo exploratório. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2020 Feb 23]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;.

Council of Science Editors:

Arantes FF. Indicadores de sucesso na inclusão escolar: um estudo exploratório. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;

18. Neres, Celi Corrêa. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.

Degree: PhD, Educação, 2010, University of São Paulo

 Esta Tese elegeu como tema de investigação as intenções e práticas das instituições especializadas frente ao movimento de inclusão escolar. Assim, a presente pesquisa dedicouse… (more)

Subjects/Keywords: deficiência; deficiency; educação; education; inclusão escolar; school inclusion

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

APA (6th Edition):

Neres, C. C. (2010). As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;

Chicago Manual of Style (16th Edition):

Neres, Celi Corrêa. “As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.” 2010. Doctoral Dissertation, University of São Paulo. Accessed February 23, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;.

MLA Handbook (7th Edition):

Neres, Celi Corrêa. “As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.” 2010. Web. 23 Feb 2020.

Vancouver:

Neres CC. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2020 Feb 23]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;.

Council of Science Editors:

Neres CC. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;


Universidade do Rio Grande do Norte

19. Muniz, Hiltnar Silva. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .

Degree: 2009, Universidade do Rio Grande do Norte

 This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve… (more)

Subjects/Keywords: Escola; Família; Processo educativo; Inclusão; school; family; educational process; inclusion

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

APA (6th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14323

Chicago Manual of Style (16th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14323.

MLA Handbook (7th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Web. 23 Feb 2020.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2009. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14323.

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Masters Thesis]. Universidade do Rio Grande do Norte; 2009. Available from: http://repositorio.ufrn.br/handle/123456789/14323


Universidade do Rio Grande do Norte

20. Silva, Maria Karolina de Macedo. A escrita e a criança com síndrome de Down: uma relação possível na escola regular .

Degree: 2010, Universidade do Rio Grande do Norte

 The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school(more)

Subjects/Keywords: Inclusão escolar; Escrita; Síndrome de Down; School inclusion; Writing; Down syndrome

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

APA (6th Edition):

Silva, M. K. d. M. (2010). A escrita e a criança com síndrome de Down: uma relação possível na escola regular . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14404

Chicago Manual of Style (16th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14404.

MLA Handbook (7th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Web. 23 Feb 2020.

Vancouver:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14404.

Council of Science Editors:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Masters Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14404


Universidade do Rio Grande do Norte

21. Lopes, Conceição Aparecida Oliveira. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .

Degree: 2012, Universidade do Rio Grande do Norte

 The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for… (more)

Subjects/Keywords: Educação Infantil; Brincar; Inclusão Escolar; Early Childhood Education; Playing; School Inclusion

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

APA (6th Edition):

Lopes, C. A. O. (2012). O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14486

Chicago Manual of Style (16th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14486.

MLA Handbook (7th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Web. 23 Feb 2020.

Vancouver:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14486.

Council of Science Editors:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Masters Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14486

22. Rosângela Maria de Araújo Ferreira. Inclusão escolar de adolescentes em situação de liberdade assistida.

Degree: 2011, Universidade Católica de Brasilia

 O trabalho aqui proposto aborda os desafios da inclusão escolar dos adolescentes em situação de liberdade assistida (LA), a partir do ponto de vista dos… (more)

Subjects/Keywords: inclusão escolar; adolescentes; assistência judiciária; EDUCACAO; school inclusion; adolescents; probation; EDUCACAO

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

APA (6th Edition):

Ferreira, R. M. d. A. (2011). Inclusão escolar de adolescentes em situação de liberdade assistida. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457

Chicago Manual of Style (16th Edition):

Ferreira, Rosângela Maria de Araújo. “Inclusão escolar de adolescentes em situação de liberdade assistida.” 2011. Masters Thesis, Universidade Católica de Brasilia. Accessed February 23, 2020. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457.

MLA Handbook (7th Edition):

Ferreira, Rosângela Maria de Araújo. “Inclusão escolar de adolescentes em situação de liberdade assistida.” 2011. Web. 23 Feb 2020.

Vancouver:

Ferreira RMdA. Inclusão escolar de adolescentes em situação de liberdade assistida. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2011. [cited 2020 Feb 23]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457.

Council of Science Editors:

Ferreira RMdA. Inclusão escolar de adolescentes em situação de liberdade assistida. [Masters Thesis]. Universidade Católica de Brasilia; 2011. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457


Lehigh University

23. Seymour, Kimberly. Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania.

Degree: PhD, School Psychology, 2017, Lehigh University

 Legal and philosophical shifts away from segregated instruction and toward inclusive education have resulted in a dramatic increase in the number of students with Autism… (more)

Subjects/Keywords: Autism; Education; Inclusion; Psychology; School Psychology; Social and Behavioral Sciences

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

APA (6th Edition):

Seymour, K. (2017). Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2800

Chicago Manual of Style (16th Edition):

Seymour, Kimberly. “Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania.” 2017. Doctoral Dissertation, Lehigh University. Accessed February 23, 2020. https://preserve.lehigh.edu/etd/2800.

MLA Handbook (7th Edition):

Seymour, Kimberly. “Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania.” 2017. Web. 23 Feb 2020.

Vancouver:

Seymour K. Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2020 Feb 23]. Available from: https://preserve.lehigh.edu/etd/2800.

Council of Science Editors:

Seymour K. Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2800


Universidade do Rio Grande do Norte

24. Muniz, Hiltnar Silva. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .

Degree: 2009, Universidade do Rio Grande do Norte

 This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve… (more)

Subjects/Keywords: Escola; Família; Processo educativo; Inclusão; school; family; educational process; inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14323

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):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14323.

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

MLA Handbook (7th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Web. 23 Feb 2020.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2009. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14323.

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

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Thesis]. Universidade do Rio Grande do Norte; 2009. Available from: http://repositorio.ufrn.br/handle/123456789/14323

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


Universidade do Rio Grande do Norte

25. Silva, Maria Karolina de Macedo. A escrita e a criança com síndrome de Down: uma relação possível na escola regular .

Degree: 2010, Universidade do Rio Grande do Norte

 The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school(more)

Subjects/Keywords: Inclusão escolar; Escrita; Síndrome de Down; School inclusion; Writing; Down syndrome

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Silva, M. K. d. M. (2010). A escrita e a criança com síndrome de Down: uma relação possível na escola regular . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14404

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 Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14404.

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 Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Web. 23 Feb 2020.

Vancouver:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14404.

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

Council of Science Editors:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14404

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


Universidade do Rio Grande do Norte

26. Lopes, Conceição Aparecida Oliveira. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .

Degree: 2012, Universidade do Rio Grande do Norte

 The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for… (more)

Subjects/Keywords: Educação Infantil; Brincar; Inclusão Escolar; Early Childhood Education; Playing; School Inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lopes, C. A. O. (2012). O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14486

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, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed February 23, 2020. http://repositorio.ufrn.br/handle/123456789/14486.

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

MLA Handbook (7th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Web. 23 Feb 2020.

Vancouver:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2020 Feb 23]. Available from: http://repositorio.ufrn.br/handle/123456789/14486.

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

Council of Science Editors:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14486

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


Universidade Presbiteriana Mackenzie

27. Luciana Fernandes Duque. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.

Degree: 2008, Universidade Presbiteriana Mackenzie

Esta pesquisa teve o objetivo de analisar criticamente a atuação do Agente de Inclusão Escolar no atendimento aos alunos com deficiência intelectual, matriculados em escolas… (more)

Subjects/Keywords: inclusão escolar; deficiência intelectual; mediação; school inclusion; intellectual disability; mediation; PSICOLOGIA

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APA (6th Edition):

Duque, L. F. (2008). O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920

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):

Duque, Luciana Fernandes. “O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.” 2008. Thesis, Universidade Presbiteriana Mackenzie. Accessed February 23, 2020. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920.

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

MLA Handbook (7th Edition):

Duque, Luciana Fernandes. “O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.” 2008. Web. 23 Feb 2020.

Vancouver:

Duque LF. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2008. [cited 2020 Feb 23]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920.

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

Council of Science Editors:

Duque LF. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. [Thesis]. Universidade Presbiteriana Mackenzie; 2008. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920

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


University of Minnesota

28. Rinkel, Michaela. Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment.

Degree: PhD, Social Work, 2011, University of Minnesota

 Reintegrating students with emotional and behavioral disorders from alternative school settings to the mainstream school environment presents significant challenges. Students are frequently unsuccessful when they… (more)

Subjects/Keywords: EBD; Inclusion; Qualitative; Reintegration; School social work; Social Work

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

APA (6th Edition):

Rinkel, M. (2011). Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/113550

Chicago Manual of Style (16th Edition):

Rinkel, Michaela. “Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment.” 2011. Doctoral Dissertation, University of Minnesota. Accessed February 23, 2020. http://purl.umn.edu/113550.

MLA Handbook (7th Edition):

Rinkel, Michaela. “Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment.” 2011. Web. 23 Feb 2020.

Vancouver:

Rinkel M. Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2020 Feb 23]. Available from: http://purl.umn.edu/113550.

Council of Science Editors:

Rinkel M. Creating opportunities for all: a qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/113550

29. Harris, Jerri De'Lane. Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting.

Degree: PhD, Special Education, 2009, Texas Woman's University

 The purpose of this study was to examine the elementary school assistant principals' attitudes and recommended instructional arrangement related to the inclusion of special needs… (more)

Subjects/Keywords: Education; Assistant principals; Elementary school; Inclusion; Special needs students

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

APA (6th Edition):

Harris, J. D. (2009). Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10660

Chicago Manual of Style (16th Edition):

Harris, Jerri De'Lane. “Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting.” 2009. Doctoral Dissertation, Texas Woman's University. Accessed February 23, 2020. http://hdl.handle.net/11274/10660.

MLA Handbook (7th Edition):

Harris, Jerri De'Lane. “Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting.” 2009. Web. 23 Feb 2020.

Vancouver:

Harris JD. Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting. [Internet] [Doctoral dissertation]. Texas Woman's University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/11274/10660.

Council of Science Editors:

Harris JD. Elementary school assistant principals' attitudes toward inclusion of special needs students in the general education setting. [Doctoral Dissertation]. Texas Woman's University; 2009. Available from: http://hdl.handle.net/11274/10660


Universidade do Rio Grande do Sul

30. Marocco, Vanessa. Sujeitos com autismo em relações : educação e modos de interação.

Degree: 2012, Universidade do Rio Grande do Sul

Este estudo teve como objetivo compreender os modos de interação de sujeitos com autismo, a partir de uma perspectiva autopoiética. A partir desta perspectiva, de… (more)

Subjects/Keywords: Autismo; Autism; Escolarização; Schooling; Inclusão escolar; Special education; School inclusion

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

APA (6th Edition):

Marocco, V. (2012). Sujeitos com autismo em relações : educação e modos de interação. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/40490

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):

Marocco, Vanessa. “Sujeitos com autismo em relações : educação e modos de interação.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed February 23, 2020. http://hdl.handle.net/10183/40490.

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

MLA Handbook (7th Edition):

Marocco, Vanessa. “Sujeitos com autismo em relações : educação e modos de interação.” 2012. Web. 23 Feb 2020.

Vancouver:

Marocco V. Sujeitos com autismo em relações : educação e modos de interação. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10183/40490.

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

Council of Science Editors:

Marocco V. Sujeitos com autismo em relações : educação e modos de interação. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/40490

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

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