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You searched for subject:(Special education United States). Showing records 1 – 30 of 190195 total matches.

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East Carolina University

1. Reyes, Shomara Yolanda. The Effect of Cultural Competence on Special Education Referral.

Degree: 2010, East Carolina University

 African American students continue to be overrepresented in classes for students with high incidence handicaps. The purpose of this study was to examine the effect… (more)

Subjects/Keywords: Education, Special; Psychology, Social; First year teachers – United States – Attitudes; Cultural competence – United States; Track system (Education) – United States; African American students; Special education – United States

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

APA (6th Edition):

Reyes, S. Y. (2010). The Effect of Cultural Competence on Special Education Referral. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2687

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):

Reyes, Shomara Yolanda. “The Effect of Cultural Competence on Special Education Referral.” 2010. Thesis, East Carolina University. Accessed April 04, 2020. http://hdl.handle.net/10342/2687.

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

MLA Handbook (7th Edition):

Reyes, Shomara Yolanda. “The Effect of Cultural Competence on Special Education Referral.” 2010. Web. 04 Apr 2020.

Vancouver:

Reyes SY. The Effect of Cultural Competence on Special Education Referral. [Internet] [Thesis]. East Carolina University; 2010. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10342/2687.

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

Council of Science Editors:

Reyes SY. The Effect of Cultural Competence on Special Education Referral. [Thesis]. East Carolina University; 2010. Available from: http://hdl.handle.net/10342/2687

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


Michigan State University

2. Moss, Ashley Grace. Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.

Degree: 2015, Michigan State University

Thesis M.M. Michigan State University. Music Education 2015

PERCEPTIONS OF PRESERVICE MUSIC EDUCATORS CONCERNING THEIR PREPARATION TO TEACH STUDENTS WITH EXCEPTIONALITIESByAshley Grace Moss The purpose… (more)

Subjects/Keywords: Music teachers – Training of – United States; Student teachers – United States – Attitudes; Music – Instruction and study – United States; Special education – United States; Children with disabilities – Education – United States; Music education

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APA (6th Edition):

Moss, A. G. (2015). Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2896

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):

Moss, Ashley Grace. “Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.” 2015. Thesis, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:2896.

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

MLA Handbook (7th Edition):

Moss, Ashley Grace. “Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.” 2015. Web. 04 Apr 2020.

Vancouver:

Moss AG. Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2896.

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

Council of Science Editors:

Moss AG. Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2896

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

3. Lazaroff, Kurt Charles. A study of teachers' perceptions of school-level factors affecting transition services.

Degree: 2013, NC Docks

 The purpose of this study was to explore teacher perceptions of providing transition services to high school students with special needs and to understand the… (more)

Subjects/Keywords: Students with disabilities $x Education (Secondary) $z United States; Special education $z United States; Special education teachers

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APA (6th Edition):

Lazaroff, K. C. (2013). A study of teachers' perceptions of school-level factors affecting transition services. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Lazaroff_uncg_0154D_11162.pdf

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):

Lazaroff, Kurt Charles. “A study of teachers' perceptions of school-level factors affecting transition services.” 2013. Thesis, NC Docks. Accessed April 04, 2020. http://libres.uncg.edu/ir/uncg/f/Lazaroff_uncg_0154D_11162.pdf.

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

MLA Handbook (7th Edition):

Lazaroff, Kurt Charles. “A study of teachers' perceptions of school-level factors affecting transition services.” 2013. Web. 04 Apr 2020.

Vancouver:

Lazaroff KC. A study of teachers' perceptions of school-level factors affecting transition services. [Internet] [Thesis]. NC Docks; 2013. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Lazaroff_uncg_0154D_11162.pdf.

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

Council of Science Editors:

Lazaroff KC. A study of teachers' perceptions of school-level factors affecting transition services. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/Lazaroff_uncg_0154D_11162.pdf

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


East Carolina University

4. Bouck, Christine L. Barker. The Questions of High School Students with Learning Disabilities About Attending College.

Degree: 2009, East Carolina University

 Students with learning disabilities currently comprise the largest number of students with disabilities in the public schools. Despite this, very few of them go on… (more)

Subjects/Keywords: Education, Special; Learning disabilities; College attendance – United States; Students with disabilities – United States; College students with disabilities – United States; Learning disabled teenagers – Education – United States; Curriculum planning – United States

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

APA (6th Edition):

Bouck, C. L. B. (2009). The Questions of High School Students with Learning Disabilities About Attending College. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2226

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):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2009. Thesis, East Carolina University. Accessed April 04, 2020. http://hdl.handle.net/10342/2226.

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

MLA Handbook (7th Edition):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2009. Web. 04 Apr 2020.

Vancouver:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Internet] [Thesis]. East Carolina University; 2009. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10342/2226.

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

Council of Science Editors:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Thesis]. East Carolina University; 2009. Available from: http://hdl.handle.net/10342/2226

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

5. McFadden, Brittany. An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study.

Degree: MSOT, Occupational Therapy, 2010, University of Puget-Sound

  The purpose of this mixed-methods needs assessment was to identify how occupational therapy services might support at-risk high school students enrolled in an alternative… (more)

Subjects/Keywords: Occupational Therapy; Counseling in secondary education – United States; Alternative education – United States; Time management – United States; Behavior therapy for teenagers – United States; Stress management for teenagers – United States; Communication – Social aspects – United States; Vocational qualifications; Goal (Psychology); Special education – United States

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

APA (6th Edition):

McFadden, B. (2010). An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study. (Masters Thesis). University of Puget-Sound. Retrieved from http://soundideas.pugetsound.edu/ms_occ_therapy/5 ; http://soundideas.pugetsound.edu/ms_occ_therapy/5

Chicago Manual of Style (16th Edition):

McFadden, Brittany. “An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study.” 2010. Masters Thesis, University of Puget-Sound. Accessed April 04, 2020. http://soundideas.pugetsound.edu/ms_occ_therapy/5 ; http://soundideas.pugetsound.edu/ms_occ_therapy/5.

MLA Handbook (7th Edition):

McFadden, Brittany. “An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study.” 2010. Web. 04 Apr 2020.

Vancouver:

McFadden B. An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study. [Internet] [Masters thesis]. University of Puget-Sound; 2010. [cited 2020 Apr 04]. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/5 ; http://soundideas.pugetsound.edu/ms_occ_therapy/5.

Council of Science Editors:

McFadden B. An Occupational Therapy Needs Assessment for At-Risk High School Students Attending An Alternative Education Program: A Case Study. [Masters Thesis]. University of Puget-Sound; 2010. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/5 ; http://soundideas.pugetsound.edu/ms_occ_therapy/5


McGill University

6. Karagiannis, Anastasios. The social-historical context of special education and mainstreaming in the United States from independence to 1990.

Degree: PhD, Department of Educational Psychology and Counselling., 1992, McGill University

 This investigation explored special education and mainstreaming in the social-historical context of U.S. general formal public education and society from the American Revolution to 1990.… (more)

Subjects/Keywords: Special education  – United States; Mainstreaming in education  – United States.

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

APA (6th Edition):

Karagiannis, A. (1992). The social-historical context of special education and mainstreaming in the United States from independence to 1990. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile39780.pdf

Chicago Manual of Style (16th Edition):

Karagiannis, Anastasios. “The social-historical context of special education and mainstreaming in the United States from independence to 1990.” 1992. Doctoral Dissertation, McGill University. Accessed April 04, 2020. http://digitool.library.mcgill.ca/thesisfile39780.pdf.

MLA Handbook (7th Edition):

Karagiannis, Anastasios. “The social-historical context of special education and mainstreaming in the United States from independence to 1990.” 1992. Web. 04 Apr 2020.

Vancouver:

Karagiannis A. The social-historical context of special education and mainstreaming in the United States from independence to 1990. [Internet] [Doctoral dissertation]. McGill University; 1992. [cited 2020 Apr 04]. Available from: http://digitool.library.mcgill.ca/thesisfile39780.pdf.

Council of Science Editors:

Karagiannis A. The social-historical context of special education and mainstreaming in the United States from independence to 1990. [Doctoral Dissertation]. McGill University; 1992. Available from: http://digitool.library.mcgill.ca/thesisfile39780.pdf


Michigan State University

7. Jones, Tracey L. Rethinking parental engagement : perceptions of single African American mothers.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Special Education 2016

ABSTRACTRETHINKING PARENTAL ENGAGEMENT: PERCEPTIONS OF SINGLE AFRICAN AMERICAN MOTHERSBy Tracey L. JonesFederal law stresses shared accountability… (more)

Subjects/Keywords: Education, Primary – Parent participation – United States; African American single mothers; Special education – Parent participation – United States; Education policy; Special education; Multicultural education

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APA (6th Edition):

Jones, T. L. (2016). Rethinking parental engagement : perceptions of single African American mothers. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4490

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):

Jones, Tracey L. “Rethinking parental engagement : perceptions of single African American mothers.” 2016. Thesis, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:4490.

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

MLA Handbook (7th Edition):

Jones, Tracey L. “Rethinking parental engagement : perceptions of single African American mothers.” 2016. Web. 04 Apr 2020.

Vancouver:

Jones TL. Rethinking parental engagement : perceptions of single African American mothers. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4490.

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

Council of Science Editors:

Jones TL. Rethinking parental engagement : perceptions of single African American mothers. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4490

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


Michigan State University

8. Enayati, Hassan Allen. Essays on the economics of special education.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Economics 2014.

This dissertation is separated into three independent chapters. The first chapter examines the effect of federal regulations… (more)

Subjects/Keywords: United States. Individuals with Disabilities Education Improvement Act of 2004; Special education – Economic aspects – United States; Special education – Government policy; Discrimination in education – Michigan – Prevention; Class size – Tennessee; Economics, Labor

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

APA (6th Edition):

Enayati, H. A. (2014). Essays on the economics of special education. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2959

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):

Enayati, Hassan Allen. “Essays on the economics of special education.” 2014. Thesis, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:2959.

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

MLA Handbook (7th Edition):

Enayati, Hassan Allen. “Essays on the economics of special education.” 2014. Web. 04 Apr 2020.

Vancouver:

Enayati HA. Essays on the economics of special education. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2959.

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

Council of Science Editors:

Enayati HA. Essays on the economics of special education. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2959

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


Michigan State University

9. Sgouris, Katherine Papajohn. A comparative study of selected areas in Greek and Michigan education.

Degree: PhD, 1978, Michigan State University

Subjects/Keywords: Education – Greece; Education – United States; Special education – Greece; Special education – United States

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

APA (6th Edition):

Sgouris, K. P. (1978). A comparative study of selected areas in Greek and Michigan education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:35895

Chicago Manual of Style (16th Edition):

Sgouris, Katherine Papajohn. “A comparative study of selected areas in Greek and Michigan education.” 1978. Doctoral Dissertation, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:35895.

MLA Handbook (7th Edition):

Sgouris, Katherine Papajohn. “A comparative study of selected areas in Greek and Michigan education.” 1978. Web. 04 Apr 2020.

Vancouver:

Sgouris KP. A comparative study of selected areas in Greek and Michigan education. [Internet] [Doctoral dissertation]. Michigan State University; 1978. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:35895.

Council of Science Editors:

Sgouris KP. A comparative study of selected areas in Greek and Michigan education. [Doctoral Dissertation]. Michigan State University; 1978. Available from: http://etd.lib.msu.edu/islandora/object/etd:35895


University of Oklahoma

10. Lawter, Lisa Jane. The impact of systems change components on special education policy.

Degree: PhD, Department of Educational Psychology, 1997, University of Oklahoma

 The field of education continuously experiences changes. Specifically, the field of special education advanced a systems change strategy. The US Office of Special Education and… (more)

Subjects/Keywords: Educational change United States.; Special education United States.; Education, Special.; Education, Administration.

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APA (6th Edition):

Lawter, L. J. (1997). The impact of systems change components on special education policy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5447

Chicago Manual of Style (16th Edition):

Lawter, Lisa Jane. “The impact of systems change components on special education policy.” 1997. Doctoral Dissertation, University of Oklahoma. Accessed April 04, 2020. http://hdl.handle.net/11244/5447.

MLA Handbook (7th Edition):

Lawter, Lisa Jane. “The impact of systems change components on special education policy.” 1997. Web. 04 Apr 2020.

Vancouver:

Lawter LJ. The impact of systems change components on special education policy. [Internet] [Doctoral dissertation]. University of Oklahoma; 1997. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/11244/5447.

Council of Science Editors:

Lawter LJ. The impact of systems change components on special education policy. [Doctoral Dissertation]. University of Oklahoma; 1997. Available from: http://hdl.handle.net/11244/5447


Michigan State University

11. Maiorana-Basas, Michella. Content area reading practices in the deaf education social studies classroom : a case study of four teachers.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Special Education 2015

Research clearly indicates that readers who are deaf or hard of hearing (DHH) struggle with comprehension… (more)

Subjects/Keywords: Deaf students – Education – United States – Methodology – Case studies; Hearing impaired students – Education – United States – Methodology – Case studies; Content area reading – Study and teaching (Secondary) – United States – Case studies; Social sciences – Study and teaching (Secondary) – United States – Case studies; Teachers of the deaf – United States; Education; Special education

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

APA (6th Edition):

Maiorana-Basas, M. (2015). Content area reading practices in the deaf education social studies classroom : a case study of four teachers. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2578

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):

Maiorana-Basas, Michella. “Content area reading practices in the deaf education social studies classroom : a case study of four teachers.” 2015. Thesis, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:2578.

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

MLA Handbook (7th Edition):

Maiorana-Basas, Michella. “Content area reading practices in the deaf education social studies classroom : a case study of four teachers.” 2015. Web. 04 Apr 2020.

Vancouver:

Maiorana-Basas M. Content area reading practices in the deaf education social studies classroom : a case study of four teachers. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2578.

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

Council of Science Editors:

Maiorana-Basas M. Content area reading practices in the deaf education social studies classroom : a case study of four teachers. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2578

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


Texas State University – San Marcos

12. Upshaw, Susan M. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 Political advocacy was combined with disabilities studies to describe the policies in place for transition services, and what is actually happening in regards to bridging… (more)

Subjects/Keywords: Special education; Transition; Medicaid; IDEA; ADA; Political advocacy; Disability studies; Special education – United States; Children with disabilities – Education – United States; Special education – Social aspects – United States; People with disabilities – Vocational guidance; Students with disabilities – Vocational guidance

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

APA (6th Edition):

Upshaw, S. M. (2013). Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4842

Chicago Manual of Style (16th Edition):

Upshaw, Susan M. “Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 04, 2020. https://digital.library.txstate.edu/handle/10877/4842.

MLA Handbook (7th Edition):

Upshaw, Susan M. “Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.” 2013. Web. 04 Apr 2020.

Vancouver:

Upshaw SM. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.txstate.edu/handle/10877/4842.

Council of Science Editors:

Upshaw SM. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4842


East Carolina University

13. Pahl, Jennie. Cultural Competence and Referral Rates of Hispanic Students.

Degree: 2014, East Carolina University

 Hispanic students continue to be disproportionately placed in special education compared to their Caucasian peers. Special education referral rates have been examined based on a… (more)

Subjects/Keywords: Psychology; Hispanic American studies; Diversity; Hispanics; Minority; Referral rate; Special education – United States; Cultural competence – United States; Hispanic American students – United States

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

APA (6th Edition):

Pahl, J. (2014). Cultural Competence and Referral Rates of Hispanic Students. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4432

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):

Pahl, Jennie. “Cultural Competence and Referral Rates of Hispanic Students.” 2014. Thesis, East Carolina University. Accessed April 04, 2020. http://hdl.handle.net/10342/4432.

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

MLA Handbook (7th Edition):

Pahl, Jennie. “Cultural Competence and Referral Rates of Hispanic Students.” 2014. Web. 04 Apr 2020.

Vancouver:

Pahl J. Cultural Competence and Referral Rates of Hispanic Students. [Internet] [Thesis]. East Carolina University; 2014. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10342/4432.

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

Council of Science Editors:

Pahl J. Cultural Competence and Referral Rates of Hispanic Students. [Thesis]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4432

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

14. NC DOCKS at The University of North Carolina at Greensboro; Robbins, Susan Cornwell. A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers.

Degree: 2013, NC Docks

 The purpose of this study was to explore perceptions of teachers who participated in professional learning communities, and the relationship of that participation to collaboration… (more)

Subjects/Keywords: Professional learning communities $z United States; Team learning approach in education $z United States; Teaching teams $x Social aspects $z United States; Teachers $x Professional relationships $z United States; Special education teachers $z United States

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Robbins, S. C. (2013). A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Robbins_uncg_0154D_11288.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Robbins, Susan Cornwell. “A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers.” 2013. Thesis, NC Docks. Accessed April 04, 2020. http://libres.uncg.edu/ir/uncg/f/Robbins_uncg_0154D_11288.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Robbins, Susan Cornwell. “A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers.” 2013. Web. 04 Apr 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Robbins SC. A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers. [Internet] [Thesis]. NC Docks; 2013. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Robbins_uncg_0154D_11288.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Robbins SC. A study of teachers' perceptions of participating in professional learning communities and the relationships between general and special education teachers. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/Robbins_uncg_0154D_11288.pdf

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

15. Mannino, Stephen Michael. An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program.

Degree: 2018, NC Docks

 The purpose of this study was to evaluate the effectiveness of the strength and conditioning component of the United States Army John F. Kennedy Special(more)

Subjects/Keywords: John F. Kennedy Special Warfare Center and School (U.S.); United States. $b Army. $b Special Forces $x Physical training; Physical education and training $z United States

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

APA (6th Edition):

Mannino, S. M. (2018). An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Mannino_uncg_0154D_12545.pdf

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):

Mannino, Stephen Michael. “An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program.” 2018. Thesis, NC Docks. Accessed April 04, 2020. http://libres.uncg.edu/ir/uncg/f/Mannino_uncg_0154D_12545.pdf.

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

MLA Handbook (7th Edition):

Mannino, Stephen Michael. “An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program.” 2018. Web. 04 Apr 2020.

Vancouver:

Mannino SM. An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program. [Internet] [Thesis]. NC Docks; 2018. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Mannino_uncg_0154D_12545.pdf.

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

Council of Science Editors:

Mannino SM. An evaluation of the United States Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) human performance program. [Thesis]. NC Docks; 2018. Available from: http://libres.uncg.edu/ir/uncg/f/Mannino_uncg_0154D_12545.pdf

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


University of North Carolina – Greensboro

16. Money, Kimberly W. The experiences of english language learners with disabilities: a comparative analysis.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign speakers.; Children with disabilities – Education (Elementary) – United States.; Linguistic minorities – Education (Elementary) – United States.; Hispanic American children – Education (Elementary) – United States – Case studies.; Special education – Study and teaching (Elementary) – United States.; Second language acquisition – Psychological aspects.

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

APA (6th Edition):

Money, K. W. (2010). The experiences of english language learners with disabilities: a comparative analysis. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810

Chicago Manual of Style (16th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 04, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

MLA Handbook (7th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Web. 04 Apr 2020.

Vancouver:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

Council of Science Editors:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810


East Carolina University

17. Garner, Margaret Ann. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.

Degree: 2012, East Carolina University

 This study examined how children aged 9 - 14 years attending two different residential summer camps responded to questions related to their connection with nature… (more)

Subjects/Keywords: Camps – United States; Environmental education – United States

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APA (6th Edition):

Garner, M. A. (2012). Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13922

Chicago Manual of Style (16th Edition):

Garner, Margaret Ann. “Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.” 2012. Masters Thesis, East Carolina University. Accessed April 04, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13922.

MLA Handbook (7th Edition):

Garner, Margaret Ann. “Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.” 2012. Web. 04 Apr 2020.

Vancouver:

Garner MA. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. [Internet] [Masters thesis]. East Carolina University; 2012. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13922.

Council of Science Editors:

Garner MA. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. [Masters Thesis]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=13922

18. Garner, Margaret Ann. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.

Degree: 2012, NC Docks

 This study examined how children aged 9 - 14 years attending two different residential summer camps responded to questions related to their connection with nature… (more)

Subjects/Keywords: Camps – United States; Environmental education – United States

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APA (6th Edition):

Garner, M. A. (2012). Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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):

Garner, Margaret Ann. “Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.” 2012. Thesis, NC Docks. Accessed April 04, 2020. http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

MLA Handbook (7th Edition):

Garner, Margaret Ann. “Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness.” 2012. Web. 04 Apr 2020.

Vancouver:

Garner MA. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. [Internet] [Thesis]. NC Docks; 2012. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

Council of Science Editors:

Garner MA. Connecting with nature : The effects of organized camp experiences and early-life outdoor experiences on children's environmental consciousness. [Thesis]. NC Docks; 2012. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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


University of Oklahoma

19. Harlin-fischer, Gayle C. Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs.

Degree: PhD, Department of Educational Psychology, 1998, University of Oklahoma

 Twenty knowledge and skills items were identified as clearly necessary for principals to implement inclusive special education programs in their schools by all three educator… (more)

Subjects/Keywords: Education, Special.; Elementary school principals United States.; Education, Administration.; Children with disabilities Education United States.; Special education United States.

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APA (6th Edition):

Harlin-fischer, G. C. (1998). Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5593

Chicago Manual of Style (16th Edition):

Harlin-fischer, Gayle C. “Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs.” 1998. Doctoral Dissertation, University of Oklahoma. Accessed April 04, 2020. http://hdl.handle.net/11244/5593.

MLA Handbook (7th Edition):

Harlin-fischer, Gayle C. “Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs.” 1998. Web. 04 Apr 2020.

Vancouver:

Harlin-fischer GC. Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 1998. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/11244/5593.

Council of Science Editors:

Harlin-fischer GC. Perceptions of the knowledge and skills necessary for elementary principals to implement inclusive special education programs. [Doctoral Dissertation]. University of Oklahoma; 1998. Available from: http://hdl.handle.net/11244/5593

20. Peterson, Sarah G. Disproportionate representation of English Language Learners in special education.

Degree: 2015, SUNY College at Fredonia

 The disproportionate representation of English language learners (ELLs) in special education has been a persistent issue in the United States. This study examined Western New… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; Special education  – United States  – Case studies.; Education, Bilingual.; Education  – Statistics.

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APA (6th Edition):

Peterson, S. G. (2015). Disproportionate representation of English Language Learners in special education. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65732

Chicago Manual of Style (16th Edition):

Peterson, Sarah G. “Disproportionate representation of English Language Learners in special education. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed April 04, 2020. http://hdl.handle.net/1951/65732.

MLA Handbook (7th Edition):

Peterson, Sarah G. “Disproportionate representation of English Language Learners in special education. ” 2015. Web. 04 Apr 2020.

Vancouver:

Peterson SG. Disproportionate representation of English Language Learners in special education. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1951/65732.

Council of Science Editors:

Peterson SG. Disproportionate representation of English Language Learners in special education. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65732


University of North Carolina – Greensboro

21. Robinson, Gretchen G. Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this study was to examine the extent to which diverse RTI schools in North Carolina engage in culturally responsive beliefs and practices.… (more)

Subjects/Keywords: Multicultural education – United States.; Elementary school teachers – Attitudes.; Special education teachers – Attitudes.; Education, Elementary.; Effective teaching.; Educational equalization.

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

APA (6th Edition):

Robinson, G. G. (2010). Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4351

Chicago Manual of Style (16th Edition):

Robinson, Gretchen G. “Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 04, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4351.

MLA Handbook (7th Edition):

Robinson, Gretchen G. “Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools.” 2010. Web. 04 Apr 2020.

Vancouver:

Robinson GG. Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4351.

Council of Science Editors:

Robinson GG. Culturally Responsive Beliefs and Practices of General and Special Education Teachers Implementing Response to Intervention (RTI) in Diverse Elementary Schools. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4351


Drexel University

22. Hertzog, Catherine E. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.

Degree: 2018, Drexel University

This phenomenological study explored the factors that affect the willingness of general education middle school teachers to include IDEA-eligible students who exhibit disruptive behaviors. Despite… (more)

Subjects/Keywords: Special education; Behavior disorders in children; Education for All Handicapped Children Act (United States); Inclusive education

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APA (6th Edition):

Hertzog, C. E. (2018). Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7875

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):

Hertzog, Catherine E. “Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.” 2018. Thesis, Drexel University. Accessed April 04, 2020. http://hdl.handle.net/1860/idea:7875.

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

MLA Handbook (7th Edition):

Hertzog, Catherine E. “Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.” 2018. Web. 04 Apr 2020.

Vancouver:

Hertzog CE. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1860/idea:7875.

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

Council of Science Editors:

Hertzog CE. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7875

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


Michigan State University

23. Eiland, Daniele Annette. Considering race and gender in the classroom : the role of teacher perceptions in referral for special education.

Degree: PhD, School Psychology, 2008, Michigan State University

Subjects/Keywords: Teachers – United States – Attitudes; Special education – United States; Discrimination in education – United States; Sex discrimination in education – United States

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APA (6th Edition):

Eiland, D. A. (2008). Considering race and gender in the classroom : the role of teacher perceptions in referral for special education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:39391

Chicago Manual of Style (16th Edition):

Eiland, Daniele Annette. “Considering race and gender in the classroom : the role of teacher perceptions in referral for special education.” 2008. Doctoral Dissertation, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:39391.

MLA Handbook (7th Edition):

Eiland, Daniele Annette. “Considering race and gender in the classroom : the role of teacher perceptions in referral for special education.” 2008. Web. 04 Apr 2020.

Vancouver:

Eiland DA. Considering race and gender in the classroom : the role of teacher perceptions in referral for special education. [Internet] [Doctoral dissertation]. Michigan State University; 2008. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:39391.

Council of Science Editors:

Eiland DA. Considering race and gender in the classroom : the role of teacher perceptions in referral for special education. [Doctoral Dissertation]. Michigan State University; 2008. Available from: http://etd.lib.msu.edu/islandora/object/etd:39391


Michigan State University

24. Garner, Gina Marlene. The hidden picture : administrators' perspectives on least restrictive environment.

Degree: PhD, Curriculum, Teaching, and Educational Policy, 2009, Michigan State University

Subjects/Keywords: Children with disabilities – Education – United States; Mainstreaming in education – United States; Special education – United States; School administrators – United States – Attitudes

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APA (6th Edition):

Garner, G. M. (2009). The hidden picture : administrators' perspectives on least restrictive environment. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:17121

Chicago Manual of Style (16th Edition):

Garner, Gina Marlene. “The hidden picture : administrators' perspectives on least restrictive environment.” 2009. Doctoral Dissertation, Michigan State University. Accessed April 04, 2020. http://etd.lib.msu.edu/islandora/object/etd:17121.

MLA Handbook (7th Edition):

Garner, Gina Marlene. “The hidden picture : administrators' perspectives on least restrictive environment.” 2009. Web. 04 Apr 2020.

Vancouver:

Garner GM. The hidden picture : administrators' perspectives on least restrictive environment. [Internet] [Doctoral dissertation]. Michigan State University; 2009. [cited 2020 Apr 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:17121.

Council of Science Editors:

Garner GM. The hidden picture : administrators' perspectives on least restrictive environment. [Doctoral Dissertation]. Michigan State University; 2009. Available from: http://etd.lib.msu.edu/islandora/object/etd:17121


Washington State University

25. [No author]. Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors .

Degree: 2004, Washington State University

Subjects/Keywords: Learning disabled children  – Education  – United States.; Special education  – Government policy  – United States.

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APA (6th Edition):

author], [. (2004). Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/271

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):

author], [No. “Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors .” 2004. Thesis, Washington State University. Accessed April 04, 2020. http://hdl.handle.net/2376/271.

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

MLA Handbook (7th Edition):

author], [No. “Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors .” 2004. Web. 04 Apr 2020.

Vancouver:

author] [. Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors . [Internet] [Thesis]. Washington State University; 2004. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/2376/271.

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

Council of Science Editors:

author] [. Special education eligibility and the learning disability category : examining environmental, cultural, and socio-economic factors . [Thesis]. Washington State University; 2004. Available from: http://hdl.handle.net/2376/271

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


University of Florida

26. Cobb, Hazel Bernice. The paraprofessional training role of community colleges in special education.

Degree: 1975, University of Florida

Subjects/Keywords: Community colleges  – Curricula  – United States; Teachers' assistants  – Training of  – United States; Special education  – United States; Special Education thesis Ed. D

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APA (6th Edition):

Cobb, H. B. (1975). The paraprofessional training role of community colleges in special education. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00061263

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):

Cobb, Hazel Bernice. “The paraprofessional training role of community colleges in special education.” 1975. Thesis, University of Florida. Accessed April 04, 2020. http://ufdc.ufl.edu/AA00061263.

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

MLA Handbook (7th Edition):

Cobb, Hazel Bernice. “The paraprofessional training role of community colleges in special education.” 1975. Web. 04 Apr 2020.

Vancouver:

Cobb HB. The paraprofessional training role of community colleges in special education. [Internet] [Thesis]. University of Florida; 1975. [cited 2020 Apr 04]. Available from: http://ufdc.ufl.edu/AA00061263.

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

Council of Science Editors:

Cobb HB. The paraprofessional training role of community colleges in special education. [Thesis]. University of Florida; 1975. Available from: http://ufdc.ufl.edu/AA00061263

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

27. Bohnert, Christine. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .

Degree: 2013, California State University – San Marcos

 This project was intended to educate general educators about special education and is an inservice plan for teachers to experience as a half-day informational training.… (more)

Subjects/Keywords: Special education  – Terminology; Elementary school teachers  – In-service training  – California  – San Diego County; United States. Individuals with Disabilties Education Act

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APA (6th Edition):

Bohnert, C. (2013). About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/563

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):

Bohnert, Christine. “About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .” 2013. Thesis, California State University – San Marcos. Accessed April 04, 2020. http://hdl.handle.net/10211.8/563.

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

MLA Handbook (7th Edition):

Bohnert, Christine. “About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .” 2013. Web. 04 Apr 2020.

Vancouver:

Bohnert C. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10211.8/563.

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

Council of Science Editors:

Bohnert C. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/563

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


California State University – Northridge

28. Almendinger, Marilyn Claire. Developing a job related social skills curriculum for the adult retarded.

Degree: MA, Department of Education, 1978, California State University – Northridge

 The purpose of this project was to develop a curriculum for teaching social/personal skills necessary for work placement and adjustment to a group of adult… (more)

Subjects/Keywords: Special education – Curricula – United States; Dissertations, Academic  – CSUN  – Education

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

APA (6th Edition):

Almendinger, M. C. (1978). Developing a job related social skills curriculum for the adult retarded. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/121652

Chicago Manual of Style (16th Edition):

Almendinger, Marilyn Claire. “Developing a job related social skills curriculum for the adult retarded.” 1978. Masters Thesis, California State University – Northridge. Accessed April 04, 2020. http://hdl.handle.net/10211.3/121652.

MLA Handbook (7th Edition):

Almendinger, Marilyn Claire. “Developing a job related social skills curriculum for the adult retarded.” 1978. Web. 04 Apr 2020.

Vancouver:

Almendinger MC. Developing a job related social skills curriculum for the adult retarded. [Internet] [Masters thesis]. California State University – Northridge; 1978. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10211.3/121652.

Council of Science Editors:

Almendinger MC. Developing a job related social skills curriculum for the adult retarded. [Masters Thesis]. California State University – Northridge; 1978. Available from: http://hdl.handle.net/10211.3/121652

29. Jenks, William F. The co-operation of public and sectarian agencies in the education of exceptional children.

Degree: PhD, 1961, The Catholic University of America

Typescript.

Subjects/Keywords: Special education.; Education and state – United States.; null; null

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

APA (6th Edition):

Jenks, W. F. (1961). The co-operation of public and sectarian agencies in the education of exceptional children. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:86482

Chicago Manual of Style (16th Edition):

Jenks, William F. “The co-operation of public and sectarian agencies in the education of exceptional children.” 1961. Doctoral Dissertation, The Catholic University of America. Accessed April 04, 2020. http://hdl.handle.net/1961/cuislandora:86482.

MLA Handbook (7th Edition):

Jenks, William F. “The co-operation of public and sectarian agencies in the education of exceptional children.” 1961. Web. 04 Apr 2020.

Vancouver:

Jenks WF. The co-operation of public and sectarian agencies in the education of exceptional children. [Internet] [Doctoral dissertation]. The Catholic University of America; 1961. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1961/cuislandora:86482.

Council of Science Editors:

Jenks WF. The co-operation of public and sectarian agencies in the education of exceptional children. [Doctoral Dissertation]. The Catholic University of America; 1961. Available from: http://hdl.handle.net/1961/cuislandora:86482


East Carolina University

30. Miller, Heather Renee. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.

Degree: 2015, East Carolina University

 The number of students with Autism Spectrum Disorder (ASD) continues to increase, with current statistics demonstrating that 1 in every 68 children are diagnosed with… (more)

Subjects/Keywords: Special education; Education; Educational technology; Assisitive technology; Autism; Parent-teacher communication; Parent-teacher partnerships; Parent training; Autistic children – Education – United States; Children with autism spectrum disorders – United States; Parents of autistic children – United States; Teachers of children with disabilities – United States; Self-help devices for people with disabilities – United States

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

APA (6th Edition):

Miller, H. R. (2015). HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4930

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):

Miller, Heather Renee. “HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.” 2015. Thesis, East Carolina University. Accessed April 04, 2020. http://hdl.handle.net/10342/4930.

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

MLA Handbook (7th Edition):

Miller, Heather Renee. “HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.” 2015. Web. 04 Apr 2020.

Vancouver:

Miller HR. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. [Internet] [Thesis]. East Carolina University; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10342/4930.

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

Council of Science Editors:

Miller HR. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. [Thesis]. East Carolina University; 2015. Available from: http://hdl.handle.net/10342/4930

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

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