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You searched for subject:(Special Education 0529 ). Showing records 1 – 30 of 168228 total matches.

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University of Toronto

1. Youngs, Megan. Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya.

Degree: 2010, University of Toronto

This thesis is a study into the lived educational experiences of selected individuals; administrators, teachers, Deaf students and community members, who are a large part… (more)

Subjects/Keywords: 0529; 0514; Special Education; Educational Administration

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APA (6th Edition):

Youngs, M. (2010). Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25685

Chicago Manual of Style (16th Edition):

Youngs, Megan. “Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya.” 2010. Masters Thesis, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/25685.

MLA Handbook (7th Edition):

Youngs, Megan. “Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya.” 2010. Web. 31 Mar 2020.

Vancouver:

Youngs M. Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/25685.

Council of Science Editors:

Youngs M. Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25685

2. Garrett, Barbara A. Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 Secondary adolescents with disabilities (AWD) have been mandated participants in their Individual Education Plan (IEP) and Individual Transition Plan (ITP) meetings since 1990, yet overprotective… (more)

Subjects/Keywords: Improving Adolescent Transition Services Race Gender; Education, Special (0529)

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APA (6th Edition):

Garrett, B. A. (2010). Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6819

Chicago Manual of Style (16th Edition):

Garrett, Barbara A. “Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities.” 2010. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/6819.

MLA Handbook (7th Edition):

Garrett, Barbara A. “Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities.” 2010. Web. 31 Mar 2020.

Vancouver:

Garrett BA. Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/6819.

Council of Science Editors:

Garrett BA. Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6819


Kansas State University

3. McManus, Jessica Lynn. The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities.

Degree: MS, Department of Psychology, 2010, Kansas State University

 Research has shown that attributions and behavioral reactions toward individuals may be based on their appearance; our studies examined how appearance-based assessments for individuals with… (more)

Subjects/Keywords: Intellectual disabilities; Perceptions; Education, Special (0529); Psychology, General (0621); Psychology, Social (0451)

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APA (6th Edition):

McManus, J. L. (2010). The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/3649

Chicago Manual of Style (16th Edition):

McManus, Jessica Lynn. “The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities.” 2010. Masters Thesis, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/3649.

MLA Handbook (7th Edition):

McManus, Jessica Lynn. “The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities.” 2010. Web. 31 Mar 2020.

Vancouver:

McManus JL. The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/3649.

Council of Science Editors:

McManus JL. The effects of appearance and intellectual disability identification on perceptions of and affective and behavioral intentions toward individuals with intellectual disabilities. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3649

4. Reutlinger, Corey Jon. The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education.

Degree: MA, Department of Communications Studies, 2015, Kansas State University

 Due to a rising interest for degrees in higher education, more students with disabilities have enrolled in the university system. Still, accessibility issues on campuses… (more)

Subjects/Keywords: accessibility; disability; triangulation; ableist Othering; rhetorical agency; Communication (0459); Special Education (0529); Theoretical Mathematics (0642)

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APA (6th Edition):

Reutlinger, C. J. (2015). The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/19205

Chicago Manual of Style (16th Edition):

Reutlinger, Corey Jon. “The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education.” 2015. Masters Thesis, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/19205.

MLA Handbook (7th Edition):

Reutlinger, Corey Jon. “The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education.” 2015. Web. 31 Mar 2020.

Vancouver:

Reutlinger CJ. The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education. [Internet] [Masters thesis]. Kansas State University; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/19205.

Council of Science Editors:

Reutlinger CJ. The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education. [Masters Thesis]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19205


Kansas State University

5. Cabral, Robin Morales. Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

 Throughout the last several decades, rises in CLD student populations and teacher accountability have factored in the increased numbers of CLD students being referred for,… (more)

Subjects/Keywords: Culturally Linguistically Diverse; Special Education; Referral; Education, Special (0529)

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APA (6th Edition):

Cabral, R. M. (2008). Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/932

Chicago Manual of Style (16th Edition):

Cabral, Robin Morales. “Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation.” 2008. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/932.

MLA Handbook (7th Edition):

Cabral, Robin Morales. “Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation.” 2008. Web. 31 Mar 2020.

Vancouver:

Cabral RM. Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/932.

Council of Science Editors:

Cabral RM. Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/932


Kansas State University

6. Scott, Robert Bruce. Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student.

Degree: EdD, Department of Special Education, Counseling and Student Affairs, 2011, Kansas State University

 Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD)… (more)

Subjects/Keywords: Transition; Multicultural transition; Culturally and linguistically diverse; Disabilities; Post-secondary; Empowerment; Multicultural education (0455); Special Education (0529); Vocational Education (0747)

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APA (6th Edition):

Scott, R. B. (2011). Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13095

Chicago Manual of Style (16th Edition):

Scott, Robert Bruce. “Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student.” 2011. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/13095.

MLA Handbook (7th Edition):

Scott, Robert Bruce. “Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student.” 2011. Web. 31 Mar 2020.

Vancouver:

Scott RB. Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/13095.

Council of Science Editors:

Scott RB. Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/13095

7. Kieltyka-Gajewski, Agnes. Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers.

Degree: 2012, University of Toronto

This study examines the ethical challenges and dilemmas that teachers experience in their work with students who have special needs in inclusive classrooms. Moreover, it… (more)

Subjects/Keywords: education; inclusion; special education; ethics; 0515; 0529

…Chapter 1: Introduction Special education has its own constellation of ethical problems… …in special education can be understood apart from the larger set of ethical issues… …that purported to value the learning of general education students above those in special… …special needs, experienced from her general education peers; stigma she felt was being… …The administrators believed that it was in the best interest of the special education… 

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APA (6th Edition):

Kieltyka-Gajewski, A. (2012). Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34081

Chicago Manual of Style (16th Edition):

Kieltyka-Gajewski, Agnes. “Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers.” 2012. Doctoral Dissertation, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/34081.

MLA Handbook (7th Edition):

Kieltyka-Gajewski, Agnes. “Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers.” 2012. Web. 31 Mar 2020.

Vancouver:

Kieltyka-Gajewski A. Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/34081.

Council of Science Editors:

Kieltyka-Gajewski A. Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34081


Kansas State University

8. Ewy, Casey L. The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas.

Degree: EdD, Department of Special Education, 2007, Kansas State University

 Finding qualified teachers is a growing concern to school districts nationwide. Special Education is one of those areas that is highly in need. Researchers have… (more)

Subjects/Keywords: Special education; Administration; Administrative behaviors; Education, Administration (0514); Education, Special (0529)

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APA (6th Edition):

Ewy, C. L. (2007). The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/268

Chicago Manual of Style (16th Edition):

Ewy, Casey L. “The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas.” 2007. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/268.

MLA Handbook (7th Edition):

Ewy, Casey L. “The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas.” 2007. Web. 31 Mar 2020.

Vancouver:

Ewy CL. The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas. [Internet] [Doctoral dissertation]. Kansas State University; 2007. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/268.

Council of Science Editors:

Ewy CL. The value of administrative behaviors: a comparative study of special education teachers and building administrators in Kansas. [Doctoral Dissertation]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/268


Kansas State University

9. Elliott, Ann. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.

Degree: EdD, Department of Educational Leadership, 2007, Kansas State University

 The purpose of this study was to create a handbook for school and museum educators to support their development of curriculum materials that provide meaningful… (more)

Subjects/Keywords: Curriculum; Accessibility; Special education; Museum education; Disabilities; Universal design; Education, Special (0529)

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APA (6th Edition):

Elliott, A. (2007). Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/295

Chicago Manual of Style (16th Edition):

Elliott, Ann. “Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.” 2007. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/295.

MLA Handbook (7th Edition):

Elliott, Ann. “Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.” 2007. Web. 31 Mar 2020.

Vancouver:

Elliott A. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. [Internet] [Doctoral dissertation]. Kansas State University; 2007. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/295.

Council of Science Editors:

Elliott A. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. [Doctoral Dissertation]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/295


Kansas State University

10. Dreeszen, Judy L. The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

 With the inception of No Child Left Behind, educators are required to ensure proficiency for all students in reading and math, but provide no incentive… (more)

Subjects/Keywords: Differentiation; Gifted readers; Literature response journals; Literature circle discussions; Critical thinking; Education, Curriculum and Instruction (0727); Education, Reading (0535); Education, Special (0529)

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APA (6th Edition):

Dreeszen, J. L. (2009). The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/2063

Chicago Manual of Style (16th Edition):

Dreeszen, Judy L. “The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher.” 2009. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/2063.

MLA Handbook (7th Edition):

Dreeszen, Judy L. “The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher.” 2009. Web. 31 Mar 2020.

Vancouver:

Dreeszen JL. The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/2063.

Council of Science Editors:

Dreeszen JL. The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/2063


University of Toronto

11. Musisi, Lwanga Gasuza. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.

Degree: 2017, University of Toronto

Autism and Social Justice Education: Toward an Inclusive Education System in Uganda Master of Arts Social Justice Education Ontario Institute for Studies in Education (OISE)… (more)

Subjects/Keywords: Autism; Inclusive education; Pedagogy; Social justice; 0529

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APA (6th Edition):

Musisi, L. G. (2017). Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77876

Chicago Manual of Style (16th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Masters Thesis, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/77876.

MLA Handbook (7th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Web. 31 Mar 2020.

Vancouver:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/77876.

Council of Science Editors:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77876

12. Howser, Debora L. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.

Degree: EdD, Department of Educational Leadership, 2015, Kansas State University

 Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) of 2001 and Individuals with Disabilities Education Improvement Act (IDEIA) of… (more)

Subjects/Keywords: Co-Teaching; Least restrictive environment; Secondary principal practices; Educational leadership; Kansas Co-Teaching Initiative; Collaborative teams; Educational leadership (0449); Secondary Education (0533); Special Education (0529)

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APA (6th Edition):

Howser, D. L. (2015). A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/18955

Chicago Manual of Style (16th Edition):

Howser, Debora L. “A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.” 2015. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/18955.

MLA Handbook (7th Edition):

Howser, Debora L. “A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.” 2015. Web. 31 Mar 2020.

Vancouver:

Howser DL. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/18955.

Council of Science Editors:

Howser DL. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/18955

13. DeBeer, Yvette. Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980.

Degree: 2011, University of Toronto

Waves of education reform in Ontario since the 1960s have resulted in widespread changes to curriculum, governance, and policy directives. Despite these continual reforms the… (more)

Subjects/Keywords: special education; policy; policy archaeology; 0514; 0520; 0529

…63 Figure 2: The Special Education Policy Web… …preoccupation of governments, business leaders, educators, and academics. Special education reforms in… …structural and the procedural aspects of special education leaving the framework (curriculum… …and curriculum in elementary and secondary divisions, special education continues to… …Bascia, 2001; Tyack & Tobin, 1994). As it relates to special education, I submit that it… 

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APA (6th Edition):

DeBeer, Y. (2011). Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32144

Chicago Manual of Style (16th Edition):

DeBeer, Yvette. “Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/32144.

MLA Handbook (7th Edition):

DeBeer, Yvette. “Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980.” 2011. Web. 31 Mar 2020.

Vancouver:

DeBeer Y. Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/32144.

Council of Science Editors:

DeBeer Y. Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/32144

14. Saldanha, Kennedy A. "It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth.

Degree: 2012, University of Toronto

This dissertation study examined and gave voice to the experiences of a group of street involved youth, those who had received special education support and… (more)

Subjects/Keywords: street youth; special education; narratives; resistance; 0452; 0529

…202 Citizenship in special education and its social connotations… …208 Disassociation from the discourses and supports of special education… …narratives Figure 2: Youth and total time spent generating narratives Table 1: Special education… …conditions in human nature? Education, in particular the system of special education, as set up in… …schools, aims to be able to do some of the above. Special education claims that in order to… 

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APA (6th Edition):

Saldanha, K. A. (2012). "It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33826

Chicago Manual of Style (16th Edition):

Saldanha, Kennedy A. “"It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth.” 2012. Doctoral Dissertation, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/33826.

MLA Handbook (7th Edition):

Saldanha, Kennedy A. “"It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth.” 2012. Web. 31 Mar 2020.

Vancouver:

Saldanha KA. "It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/33826.

Council of Science Editors:

Saldanha KA. "It's Better to be Bad than Stupid": An Exploratory Study on Resistance and Denial of Special Education Discourses in the Narratives of Street Youth. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33826


Kansas State University

15. Atchison, Bradley Tilman. Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

 No Child Left Behind legislation has required public schools to increase efforts to measure and track student performance through school, district, state and nation-wide assessments.… (more)

Subjects/Keywords: assistive technology; accountability assessments; attitudes; knowledge; Kenneth Burke; special education; Education, Special (0529); Education, Technology (0710)

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APA (6th Edition):

Atchison, B. T. (2008). Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/709

Chicago Manual of Style (16th Edition):

Atchison, Bradley Tilman. “Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals.” 2008. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/709.

MLA Handbook (7th Edition):

Atchison, Bradley Tilman. “Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals.” 2008. Web. 31 Mar 2020.

Vancouver:

Atchison BT. Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/709.

Council of Science Editors:

Atchison BT. Assistive technology as an accommodation on accountability assessments: an analysis of attitudes and knowledge of special education professionals. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/709


Kansas State University

16. Veatch, Julie M. The impact of new teacher induction programs on feelings of burnout of special education teachers.

Degree: EdD, Department of Special Education, 2006, Kansas State University

 This study investigated the effects of new teacher induction programs on feelings of burnout of 69 newly hired special education teachers from two Midwestern, metropolitan… (more)

Subjects/Keywords: Special Education; Induction Programs; Burnout; Retention; Attrition; Education, Special (0529); Education, Teacher Training (0530)

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APA (6th Edition):

Veatch, J. M. (2006). The impact of new teacher induction programs on feelings of burnout of special education teachers. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/148

Chicago Manual of Style (16th Edition):

Veatch, Julie M. “The impact of new teacher induction programs on feelings of burnout of special education teachers.” 2006. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/148.

MLA Handbook (7th Edition):

Veatch, Julie M. “The impact of new teacher induction programs on feelings of burnout of special education teachers.” 2006. Web. 31 Mar 2020.

Vancouver:

Veatch JM. The impact of new teacher induction programs on feelings of burnout of special education teachers. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/148.

Council of Science Editors:

Veatch JM. The impact of new teacher induction programs on feelings of burnout of special education teachers. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/148

17. McNemar, Stephanie K. The power of literacy: special education students’ perceptions of themselves as literate beings.

Degree: PhD, Curriculum and Instruction, 2015, Kansas State University

 This phenomenological case study focuses on three secondary special education students’ perceptions of themselves and their lived experiences. The purpose of this study is twofold:… (more)

Subjects/Keywords: phenomenology; adolescent literacy; special education; Reading Instruction (0535); Special Education (0529)

…29 Special Education Students’ Perceptions… …50 Special Education Accommodations on High-Stakes Testing… …practices. ..... 126 Being identified as special education students did not prevent them from… …159 Understanding special education students as literate beings… …165 Respecting special education students’ literacy skills on out of school literacy… 

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APA (6th Edition):

McNemar, S. K. (2015). The power of literacy: special education students’ perceptions of themselves as literate beings. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/19006

Chicago Manual of Style (16th Edition):

McNemar, Stephanie K. “The power of literacy: special education students’ perceptions of themselves as literate beings.” 2015. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/19006.

MLA Handbook (7th Edition):

McNemar, Stephanie K. “The power of literacy: special education students’ perceptions of themselves as literate beings.” 2015. Web. 31 Mar 2020.

Vancouver:

McNemar SK. The power of literacy: special education students’ perceptions of themselves as literate beings. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/19006.

Council of Science Editors:

McNemar SK. The power of literacy: special education students’ perceptions of themselves as literate beings. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19006


University of Toronto

18. Johnson, Sigrid. Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World.

Degree: 2011, University of Toronto

This thesis is divided into three texts. The first is a compendium, which situates the major themes of the second text (a fictitious novel) into… (more)

Subjects/Keywords: autism; communication; animals; special needs; arts-informed; language; 0357; 0529; 0628; 0472; 0347; 0625; 0633

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APA (6th Edition):

Johnson, S. (2011). Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30112

Chicago Manual of Style (16th Edition):

Johnson, Sigrid. “Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World.” 2011. Masters Thesis, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/30112.

MLA Handbook (7th Edition):

Johnson, Sigrid. “Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World.” 2011. Web. 31 Mar 2020.

Vancouver:

Johnson S. Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/30112.

Council of Science Editors:

Johnson S. Further Than Pluto: A Novel and Compendium Based on a Real Case of a Young Woman's Struggle with Autism, Communication, and the Paradox of Simultaneously Inviting in and Shutting out the World. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30112


University of Toronto

19. Black-Allen, Jesse. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.

Degree: 2011, University of Toronto

Policy guidelines of the Education Quality and Accountability Office (EQAO) state that accommodations and participation decisions on the Ontario Secondary School Literacy Test (OSSLT) do… (more)

Subjects/Keywords: English language learner; special needs; standardized tests; accommodation; participation; fairness; 0529; 0282; 0288

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APA (6th Edition):

Black-Allen, J. (2011). Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27320

Chicago Manual of Style (16th Edition):

Black-Allen, Jesse. “Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.” 2011. Masters Thesis, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/27320.

MLA Handbook (7th Edition):

Black-Allen, Jesse. “Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test.” 2011. Web. 31 Mar 2020.

Vancouver:

Black-Allen J. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/27320.

Council of Science Editors:

Black-Allen J. Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27320


Kansas State University

20. Mueting, Amy L. Survey of transition skills instruction for youth with emotional and behavioral disorders.

Degree: EdD, Department of Special Education, 2006, Kansas State University

 The current study, based solely on teacher-report, provides descriptive data regarding current transition-related instructional practices among Kansas special educators of secondary-aged youth with emotional and… (more)

Subjects/Keywords: Self-determination; Life skills; Special education; Emotional disturbance; IDEA 2004; Transition education; Education, Secondary (0533); Education, Special (0529); Education, Teacher Training (0530)

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APA (6th Edition):

Mueting, A. L. (2006). Survey of transition skills instruction for youth with emotional and behavioral disorders. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/213

Chicago Manual of Style (16th Edition):

Mueting, Amy L. “Survey of transition skills instruction for youth with emotional and behavioral disorders.” 2006. Doctoral Dissertation, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/213.

MLA Handbook (7th Edition):

Mueting, Amy L. “Survey of transition skills instruction for youth with emotional and behavioral disorders.” 2006. Web. 31 Mar 2020.

Vancouver:

Mueting AL. Survey of transition skills instruction for youth with emotional and behavioral disorders. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/213.

Council of Science Editors:

Mueting AL. Survey of transition skills instruction for youth with emotional and behavioral disorders. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/213


University of Toronto

21. Saifer, Adam. Choosing the Arts: Exclusion and Advantage in the Educational Marketplace.

Degree: 2013, University of Toronto

Situated within Toronto's expanding and increasingly segregated educational marketplace, this study examines how parents of students at one elite publicly funded specialized arts high school… (more)

Subjects/Keywords: Arts Education; School Choice; Inequality; Cultural Reproduction; 0340; 0529; 0273

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APA (6th Edition):

Saifer, A. (2013). Choosing the Arts: Exclusion and Advantage in the Educational Marketplace. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42643

Chicago Manual of Style (16th Edition):

Saifer, Adam. “Choosing the Arts: Exclusion and Advantage in the Educational Marketplace.” 2013. Masters Thesis, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/42643.

MLA Handbook (7th Edition):

Saifer, Adam. “Choosing the Arts: Exclusion and Advantage in the Educational Marketplace.” 2013. Web. 31 Mar 2020.

Vancouver:

Saifer A. Choosing the Arts: Exclusion and Advantage in the Educational Marketplace. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/42643.

Council of Science Editors:

Saifer A. Choosing the Arts: Exclusion and Advantage in the Educational Marketplace. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42643


University of Toronto

22. Bloom, Howard M. To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community.

Degree: 2010, University of Toronto

The research, on which this account is based, took place within the context of Blooming Acres, my home, and the learning community that I co-founded… (more)

Subjects/Keywords: special education; disability; child development; risk and resiliency; youth at risk; neurological disorders; tourette syndrome; social work; 0525; 0621; 0529; 0515

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APA (6th Edition):

Bloom, H. M. (2010). To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24688

Chicago Manual of Style (16th Edition):

Bloom, Howard M. “To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community.” 2010. Doctoral Dissertation, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/24688.

MLA Handbook (7th Edition):

Bloom, Howard M. “To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community.” 2010. Web. 31 Mar 2020.

Vancouver:

Bloom HM. To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/24688.

Council of Science Editors:

Bloom HM. To Live and Learn with Neurological Challeges: Life Histories of Two Teenagers in and Educative Community. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24688

23. Benayon, Marcus. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.

Degree: 2012, University of Toronto

The purpose of the present study was to examine the state of special education programs in selected Jewish Ultra Orthodox (Haredi) community schools in the… (more)

Subjects/Keywords: Special Education; Ultra Orthodox Jewish; Hassidic; Attitude; Inclusion; Learning Disabilities; Behavioural Disorders; 0529; 0516; 0530

…development and special education, and (b) introduce evidence… …used with children with different special education related… …special education in Israel and Canada. The course was… …designed following OISE’s model of Special Education Additional… …of child development and special education, and (b)… 

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APA (6th Edition):

Benayon, M. (2012). Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33934

Chicago Manual of Style (16th Edition):

Benayon, Marcus. “Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.” 2012. Doctoral Dissertation, University of Toronto. Accessed March 31, 2020. http://hdl.handle.net/1807/33934.

MLA Handbook (7th Edition):

Benayon, Marcus. “Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.” 2012. Web. 31 Mar 2020.

Vancouver:

Benayon M. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1807/33934.

Council of Science Editors:

Benayon M. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33934

24. Janzen, Jessica F. Parent and teacher involvement: children with emotional and behavioral disorders.

Degree: MS, Department of Family Studies and Human Services, 2014, Kansas State University

 The reciprocal interaction between children and their environment can affect their development. Certain environmental interactions such as problematic parent-child relationships or peer rejection in school… (more)

Subjects/Keywords: Emotional and behavioral disorders; Parent involvement; Teacher involvement; Children; School; Environment; Individual & Family Studies (0628); Special Education (0529)

…sense to them are not as likely to learn as if they received education that was suitable for… …2006). Without an adequate education or other interventions to improve behavior problems… …school-based activities such as meetings and special events because it can make it difficult… …listening, encouragement to participate in the goals of their education, and feedback on how they… …and Moss (1993) developed seven operational principles of family life education… 

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APA (6th Edition):

Janzen, J. F. (2014). Parent and teacher involvement: children with emotional and behavioral disorders. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/17602

Chicago Manual of Style (16th Edition):

Janzen, Jessica F. “Parent and teacher involvement: children with emotional and behavioral disorders.” 2014. Masters Thesis, Kansas State University. Accessed March 31, 2020. http://hdl.handle.net/2097/17602.

MLA Handbook (7th Edition):

Janzen, Jessica F. “Parent and teacher involvement: children with emotional and behavioral disorders.” 2014. Web. 31 Mar 2020.

Vancouver:

Janzen JF. Parent and teacher involvement: children with emotional and behavioral disorders. [Internet] [Masters thesis]. Kansas State University; 2014. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2097/17602.

Council of Science Editors:

Janzen JF. Parent and teacher involvement: children with emotional and behavioral disorders. [Masters Thesis]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/17602


Massey University

25. Banks, Rebecca Jane. The role of the special education itinerant teacher.

Degree: Master of Educational Psychology, 2013, Massey University

 This research is a qualitative case study examining the roles and responsibilities of the Special Education Itinerant Teacher on the support team of a student… (more)

Subjects/Keywords: Special education; Special education teacher

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APA (6th Edition):

Banks, R. J. (2013). The role of the special education itinerant teacher. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5661

Chicago Manual of Style (16th Edition):

Banks, Rebecca Jane. “The role of the special education itinerant teacher.” 2013. Masters Thesis, Massey University. Accessed March 31, 2020. http://hdl.handle.net/10179/5661.

MLA Handbook (7th Edition):

Banks, Rebecca Jane. “The role of the special education itinerant teacher.” 2013. Web. 31 Mar 2020.

Vancouver:

Banks RJ. The role of the special education itinerant teacher. [Internet] [Masters thesis]. Massey University; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10179/5661.

Council of Science Editors:

Banks RJ. The role of the special education itinerant teacher. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5661

26. Carter, Wanda. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.

Degree: 2007, Rowan University

  Within the early 1970's, regular education teachers have been required in a position to include special education students in their classes with the assistance… (more)

Subjects/Keywords: Education; Special

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APA (6th Edition):

Carter, W. (2007). Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. (Thesis). Rowan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3274977

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):

Carter, Wanda. “Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.” 2007. Thesis, Rowan University. Accessed March 31, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3274977.

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

MLA Handbook (7th Edition):

Carter, Wanda. “Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.” 2007. Web. 31 Mar 2020.

Vancouver:

Carter W. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. [Internet] [Thesis]. Rowan University; 2007. [cited 2020 Mar 31]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3274977.

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

Council of Science Editors:

Carter W. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. [Thesis]. Rowan University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3274977

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

27. Lohman, Al E. Special education learning environments| Inclusion versus self-contained.

Degree: 2011, Lindenwood University

  The field of special education has been challenged by the quandary over which educational environment provides the best academic opportunities for students with learning… (more)

Subjects/Keywords: Education; Special

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APA (6th Edition):

Lohman, A. E. (2011). Special education learning environments| Inclusion versus self-contained. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450216

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):

Lohman, Al E. “Special education learning environments| Inclusion versus self-contained.” 2011. Thesis, Lindenwood University. Accessed March 31, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3450216.

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

MLA Handbook (7th Edition):

Lohman, Al E. “Special education learning environments| Inclusion versus self-contained.” 2011. Web. 31 Mar 2020.

Vancouver:

Lohman AE. Special education learning environments| Inclusion versus self-contained. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2020 Mar 31]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450216.

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

Council of Science Editors:

Lohman AE. Special education learning environments| Inclusion versus self-contained. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450216

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

28. Koch, Katherine A. Dual Role| Parent and Teacher of Children with Disabilities.

Degree: 2011, College of Notre Dame of Maryland

  The purpose of this qualitative study was to explore the experiences of teachers who have a dual role, one of being both parent and… (more)

Subjects/Keywords: Education; Special

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APA (6th Edition):

Koch, K. A. (2011). Dual Role| Parent and Teacher of Children with Disabilities. (Thesis). College of Notre Dame of Maryland. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3454788

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):

Koch, Katherine A. “Dual Role| Parent and Teacher of Children with Disabilities.” 2011. Thesis, College of Notre Dame of Maryland. Accessed March 31, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3454788.

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

MLA Handbook (7th Edition):

Koch, Katherine A. “Dual Role| Parent and Teacher of Children with Disabilities.” 2011. Web. 31 Mar 2020.

Vancouver:

Koch KA. Dual Role| Parent and Teacher of Children with Disabilities. [Internet] [Thesis]. College of Notre Dame of Maryland; 2011. [cited 2020 Mar 31]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454788.

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

Council of Science Editors:

Koch KA. Dual Role| Parent and Teacher of Children with Disabilities. [Thesis]. College of Notre Dame of Maryland; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454788

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

29. Marsters, Aaron E. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.

Degree: 2011, University of Maryland, College Park

  Federal legislation, professional standards, and school district initiatives mandate or support the consideration and application of assistive technology (AT) devices and services for students… (more)

Subjects/Keywords: Education; Special

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APA (6th Edition):

Marsters, A. E. (2011). An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3461554

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):

Marsters, Aaron E. “An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.” 2011. Thesis, University of Maryland, College Park. Accessed March 31, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3461554.

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

MLA Handbook (7th Edition):

Marsters, Aaron E. “An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.” 2011. Web. 31 Mar 2020.

Vancouver:

Marsters AE. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. [Internet] [Thesis]. University of Maryland, College Park; 2011. [cited 2020 Mar 31]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461554.

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

Council of Science Editors:

Marsters AE. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. [Thesis]. University of Maryland, College Park; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461554

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

30. Arico, Anthony, III. The Effect of Class Size on Inclusion Student Academic Success.

Degree: 2011, Walden University

  The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can… (more)

Subjects/Keywords: Education; Special

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APA (6th Edition):

Arico, Anthony, I. (2011). The Effect of Class Size on Inclusion Student Academic Success. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473576

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):

Arico, Anthony, III. “The Effect of Class Size on Inclusion Student Academic Success.” 2011. Thesis, Walden University. Accessed March 31, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3473576.

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

MLA Handbook (7th Edition):

Arico, Anthony, III. “The Effect of Class Size on Inclusion Student Academic Success.” 2011. Web. 31 Mar 2020.

Vancouver:

Arico, Anthony I. The Effect of Class Size on Inclusion Student Academic Success. [Internet] [Thesis]. Walden University; 2011. [cited 2020 Mar 31]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473576.

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

Council of Science Editors:

Arico, Anthony I. The Effect of Class Size on Inclusion Student Academic Success. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473576

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

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