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Dates: 2000 – 2004

You searched for subject:(SPECIAL EDUCATIONAL NEEDS). Showing records 1 – 12 of 12 total matches.

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1. Cook, Martin. A study of the applicability of performance indicators in the management of a professional service in the public sector.

Degree: PhD, 2001, University of East London

 This research, via case study investigation of the Islington Educational Psychology Service (EPS) examines the applicability of Performance Indicators (PIs) in the management of a… (more)

Subjects/Keywords: 353; Special educational needs resources

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

APA (6th Edition):

Cook, M. (2001). A study of the applicability of performance indicators in the management of a professional service in the public sector. (Doctoral Dissertation). University of East London. Retrieved from https://repository.uel.ac.uk/item/869y3 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251298

Chicago Manual of Style (16th Edition):

Cook, Martin. “A study of the applicability of performance indicators in the management of a professional service in the public sector.” 2001. Doctoral Dissertation, University of East London. Accessed July 19, 2019. https://repository.uel.ac.uk/item/869y3 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251298.

MLA Handbook (7th Edition):

Cook, Martin. “A study of the applicability of performance indicators in the management of a professional service in the public sector.” 2001. Web. 19 Jul 2019.

Vancouver:

Cook M. A study of the applicability of performance indicators in the management of a professional service in the public sector. [Internet] [Doctoral dissertation]. University of East London; 2001. [cited 2019 Jul 19]. Available from: https://repository.uel.ac.uk/item/869y3 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251298.

Council of Science Editors:

Cook M. A study of the applicability of performance indicators in the management of a professional service in the public sector. [Doctoral Dissertation]. University of East London; 2001. Available from: https://repository.uel.ac.uk/item/869y3 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251298


University of Florida

2. Downs, Jon Michael. Teachers' attitudes and beliefs during the special education referral process.

Degree: PhD, Counselor Education, 2003, University of Florida

Subjects/Keywords: Classrooms; Educational research; Parents; School counselors; Schools; Special education; Special education teachers; Special needs students; Students; Teachers

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

APA (6th Edition):

Downs, J. M. (2003). Teachers' attitudes and beliefs during the special education referral process. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031590

Chicago Manual of Style (16th Edition):

Downs, Jon Michael. “Teachers' attitudes and beliefs during the special education referral process.” 2003. Doctoral Dissertation, University of Florida. Accessed July 19, 2019. http://ufdc.ufl.edu/AA00031590.

MLA Handbook (7th Edition):

Downs, Jon Michael. “Teachers' attitudes and beliefs during the special education referral process.” 2003. Web. 19 Jul 2019.

Vancouver:

Downs JM. Teachers' attitudes and beliefs during the special education referral process. [Internet] [Doctoral dissertation]. University of Florida; 2003. [cited 2019 Jul 19]. Available from: http://ufdc.ufl.edu/AA00031590.

Council of Science Editors:

Downs JM. Teachers' attitudes and beliefs during the special education referral process. [Doctoral Dissertation]. University of Florida; 2003. Available from: http://ufdc.ufl.edu/AA00031590


University of Florida

3. Clark, Denise M. Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings.

Degree: PhD, Special Education, 2001, University of Florida

Subjects/Keywords: Community schools; Disabilities; Educational administration; Educational reform; Professional relationships; Schools; Special education; Special needs students; Students; Teachers

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

APA (6th Edition):

Clark, D. M. (2001). Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031506

Chicago Manual of Style (16th Edition):

Clark, Denise M. “Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings.” 2001. Doctoral Dissertation, University of Florida. Accessed July 19, 2019. http://ufdc.ufl.edu/AA00031506.

MLA Handbook (7th Edition):

Clark, Denise M. “Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings.” 2001. Web. 19 Jul 2019.

Vancouver:

Clark DM. Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings. [Internet] [Doctoral dissertation]. University of Florida; 2001. [cited 2019 Jul 19]. Available from: http://ufdc.ufl.edu/AA00031506.

Council of Science Editors:

Clark DM. Influence of a school task force on school reform efforts to educate students with severe disabilities in general education settings. [Doctoral Dissertation]. University of Florida; 2001. Available from: http://ufdc.ufl.edu/AA00031506


University of Florida

4. Edwards, Oliver Wayne. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.

Degree: PhD, Educational Psychology, 2003, University of Florida

Subjects/Keywords: African Americans; Cognitive psychology; Educational psychology; Educational research; Intelligence quotient; Intelligence tests; Minority group students; Psychometrics; Special education; Special needs students

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APA (6th Edition):

Edwards, O. W. (2003). Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031580

Chicago Manual of Style (16th Edition):

Edwards, Oliver Wayne. “Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.” 2003. Doctoral Dissertation, University of Florida. Accessed July 19, 2019. http://ufdc.ufl.edu/AA00031580.

MLA Handbook (7th Edition):

Edwards, Oliver Wayne. “Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.” 2003. Web. 19 Jul 2019.

Vancouver:

Edwards OW. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. [Internet] [Doctoral dissertation]. University of Florida; 2003. [cited 2019 Jul 19]. Available from: http://ufdc.ufl.edu/AA00031580.

Council of Science Editors:

Edwards OW. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. [Doctoral Dissertation]. University of Florida; 2003. Available from: http://ufdc.ufl.edu/AA00031580


SUNY College at Brockport

5. Callen, Kerriann. Do Biases and Experiences of Elementary Teachers Affect the Referral Process?.

Degree: MSEd, Education and Human Development, 2004, SUNY College at Brockport

  Teachers could be referring students based on where the student lives or what background he or she comes from rather than on educational needs.… (more)

Subjects/Keywords: Special education; teacher referral; education disparity; special needs; academic needs; diagnosis and referral; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Gender Equity in Education; Special Education Administration

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APA (6th Edition):

Callen, K. (2004). Do Biases and Experiences of Elementary Teachers Affect the Referral Process?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/800

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):

Callen, Kerriann. “Do Biases and Experiences of Elementary Teachers Affect the Referral Process?.” 2004. Thesis, SUNY College at Brockport. Accessed July 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/800.

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

MLA Handbook (7th Edition):

Callen, Kerriann. “Do Biases and Experiences of Elementary Teachers Affect the Referral Process?.” 2004. Web. 19 Jul 2019.

Vancouver:

Callen K. Do Biases and Experiences of Elementary Teachers Affect the Referral Process?. [Internet] [Thesis]. SUNY College at Brockport; 2004. [cited 2019 Jul 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/800.

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

Council of Science Editors:

Callen K. Do Biases and Experiences of Elementary Teachers Affect the Referral Process?. [Thesis]. SUNY College at Brockport; 2004. Available from: https://digitalcommons.brockport.edu/ehd_theses/800

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


University of Florida

6. Sarver, Mary Duran, 1947-. A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities.

Degree: PhD, Special Education, 2000, University of Florida

Subjects/Keywords: Academic achievement; College students; Community colleges; Disabilities; Educational research; High school students; Higher education; Learning disabilities; Special needs students; Universities

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

APA (6th Edition):

Sarver, Mary Duran, 1. (2000). A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00052606

Chicago Manual of Style (16th Edition):

Sarver, Mary Duran, 1947-. “A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities.” 2000. Doctoral Dissertation, University of Florida. Accessed July 19, 2019. http://ufdc.ufl.edu/AA00052606.

MLA Handbook (7th Edition):

Sarver, Mary Duran, 1947-. “A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities.” 2000. Web. 19 Jul 2019.

Vancouver:

Sarver, Mary Duran 1. A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities. [Internet] [Doctoral dissertation]. University of Florida; 2000. [cited 2019 Jul 19]. Available from: http://ufdc.ufl.edu/AA00052606.

Council of Science Editors:

Sarver, Mary Duran 1. A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities. [Doctoral Dissertation]. University of Florida; 2000. Available from: http://ufdc.ufl.edu/AA00052606


University of Florida

7. Foss, Joanne Jackson. Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities.

Degree: 2002, University of Florida

Subjects/Keywords: Academic accommodations; College students; Disabilities; Educational research; Health professions; Learning; Learning disabilities; Occupational medicine; Special needs students; Testing accommodations

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

APA (6th Edition):

Foss, J. J. (2002). Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00022309

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):

Foss, Joanne Jackson. “Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities.” 2002. Thesis, University of Florida. Accessed July 19, 2019. http://ufdc.ufl.edu/AA00022309.

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

MLA Handbook (7th Edition):

Foss, Joanne Jackson. “Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities.” 2002. Web. 19 Jul 2019.

Vancouver:

Foss JJ. Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities. [Internet] [Thesis]. University of Florida; 2002. [cited 2019 Jul 19]. Available from: http://ufdc.ufl.edu/AA00022309.

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

Council of Science Editors:

Foss JJ. Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities. [Thesis]. University of Florida; 2002. Available from: http://ufdc.ufl.edu/AA00022309

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


Universidade do Rio Grande do Sul

8. Costas, Fabiane Adela Tonetto. O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental.

Degree: 2003, Universidade do Rio Grande do Sul

A síntese, que segue, visa examinar de que modo acontece o processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1ª… (more)

Subjects/Keywords: Conceito científico; Formation; Scientific concepts; Formação; Criança; Special educational needs children; Necessidades educacionais especiais; Dificuldades de aprendizagem; Vigotsky, L. S. (Lev Semenovich), 1896-1934.

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APA (6th Edition):

Costas, F. A. T. (2003). O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/17240

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):

Costas, Fabiane Adela Tonetto. “O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental.” 2003. Thesis, Universidade do Rio Grande do Sul. Accessed July 19, 2019. http://hdl.handle.net/10183/17240.

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

MLA Handbook (7th Edition):

Costas, Fabiane Adela Tonetto. “O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental.” 2003. Web. 19 Jul 2019.

Vancouver:

Costas FAT. O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2003. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10183/17240.

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

Council of Science Editors:

Costas FAT. O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental. [Thesis]. Universidade do Rio Grande do Sul; 2003. Available from: http://hdl.handle.net/10183/17240

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


University of South Africa

9. Sethosa, Mosima Francisca. Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion.

Degree: 2001, University of South Africa

 Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst… (more)

Subjects/Keywords: Foundation phase; Individual Education Plan (IEP); Learners with special educational needs (LSEN); Learning difficulties; Mildly intellectually disabled learners (MID); Outcomes-based education; School support teams; Teacher

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

APA (6th Edition):

Sethosa, M. F. (2001). Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/17719

Chicago Manual of Style (16th Edition):

Sethosa, Mosima Francisca. “Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion.” 2001. Doctoral Dissertation, University of South Africa. Accessed July 19, 2019. http://hdl.handle.net/10500/17719.

MLA Handbook (7th Edition):

Sethosa, Mosima Francisca. “Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion.” 2001. Web. 19 Jul 2019.

Vancouver:

Sethosa MF. Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion. [Internet] [Doctoral dissertation]. University of South Africa; 2001. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10500/17719.

Council of Science Editors:

Sethosa MF. Assisting teachers to support mildly intellectually disabled learners in the foundation phase in accordance with the policy of inclusion. [Doctoral Dissertation]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/17719


University of South Africa

10. Visser, Tracey. Personality traits of learners with special education needs : implications in an inclusive education setting.

Degree: 2002, University of South Africa

 An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these… (more)

Subjects/Keywords: Personality; Learners; Special education needs; Education; Inclusive education; High School Personality Questionnaire; Barriers to learning; Strategies for parents; Strategies for educators; Strategies for the Educational Psychologist

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APA (6th Edition):

Visser, T. (2002). Personality traits of learners with special education needs : implications in an inclusive education setting. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17822

Chicago Manual of Style (16th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Masters Thesis, University of South Africa. Accessed July 19, 2019. http://hdl.handle.net/10500/17822.

MLA Handbook (7th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Web. 19 Jul 2019.

Vancouver:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10500/17822.

Council of Science Editors:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/17822

11. Σάλμοντ, Ελευθερία. Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης.

Degree: 2004, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

 Τα αποτελέσματα που προέκυψαν από αυτή την ερευνητική προσπάθεια εμφανίζονται σύμφωνα με τα θεωρητκά δεδομένα της διεθνούς βιβλιογραφίας. Η ανάγκη για άσκηση συμβουλευτικής και πρώιμης… (more)

Subjects/Keywords: Ειδική αγωγή; Εκπαιδευτική συμβουλευτική; Ψυχολογία, Συμβουλευτική; Συμβουλευτική παρέμβαση; Οικογένεια, Ελληνική; Παιδιά, Ειδικές Ανάγκες με; Οικογένεια παιδιού με ειδικές ανάγκες; Πρώιμη παρέμβαση; Κώφωση; Special education; Educational counseling; Counseling psychology; Counseling intervention; Greek family; Family of children with spesial needs; Early intervention; Deafness

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APA (6th Edition):

Σάλμοντ, . . (2004). Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/22485

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):

Σάλμοντ, Ελευθερία. “Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης.” 2004. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed July 19, 2019. http://hdl.handle.net/10442/hedi/22485.

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

MLA Handbook (7th Edition):

Σάλμοντ, Ελευθερία. “Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης.” 2004. Web. 19 Jul 2019.

Vancouver:

Σάλμοντ . Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2004. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10442/hedi/22485.

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

Council of Science Editors:

Σάλμοντ . Συμβουλευτική οικογένειας ατόμων με ειδικές ανάγκες - Πρώιμη παρέμβαση: η περίπτωση της κώφωσης. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2004. Available from: http://hdl.handle.net/10442/hedi/22485

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


University of South Africa

12. Sidogi, Mukondeleli Grace. The practice of inclusive education in the Thohoyandou area : a critical reflection.

Degree: 2001, University of South Africa

 The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that… (more)

Subjects/Keywords: Inclusive education; Learners experiencing barriers to learning and development; Actualise full potential; Learners with special educational needs; Attitudes; Integration; Mainstreaming; Medical model; Ecological systems model; Impairments; Disabilities; School support team; New education policy; Primary school; Systems or subsystems; Learners-at-risk

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

APA (6th Edition):

Sidogi, M. G. (2001). The practice of inclusive education in the Thohoyandou area : a critical reflection. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16031

Chicago Manual of Style (16th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Masters Thesis, University of South Africa. Accessed July 19, 2019. http://hdl.handle.net/10500/16031.

MLA Handbook (7th Edition):

Sidogi, Mukondeleli Grace. “The practice of inclusive education in the Thohoyandou area : a critical reflection.” 2001. Web. 19 Jul 2019.

Vancouver:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Internet] [Masters thesis]. University of South Africa; 2001. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10500/16031.

Council of Science Editors:

Sidogi MG. The practice of inclusive education in the Thohoyandou area : a critical reflection. [Masters Thesis]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/16031

.