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You searched for subject:(Students with special needs). Showing records 1 – 30 of 44269 total matches.

[1] [2] [3] [4] [5] … [1476]

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California State University – Chico

1. Chung, Hwa-Su. Teaching English as a Foreign Language to Students With Special Needs in Korea .

Degree: 2011, California State University – Chico

 vii ABSTRACT TEACHING ENGLISH AS A FOREIGN LANGUAGE TO STUDENTS WITH SPECIAL NEEDS IN KOREA by Hwa-Su Chung Master of Arts in Teaching International Languages… (more)

Subjects/Keywords: Students with Special Needs in Korea

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APA (6th Edition):

Chung, H. (2011). Teaching English as a Foreign Language to Students With Special Needs in Korea . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/286

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):

Chung, Hwa-Su. “Teaching English as a Foreign Language to Students With Special Needs in Korea .” 2011. Thesis, California State University – Chico. Accessed September 21, 2019. http://hdl.handle.net/10211.4/286.

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

MLA Handbook (7th Edition):

Chung, Hwa-Su. “Teaching English as a Foreign Language to Students With Special Needs in Korea .” 2011. Web. 21 Sep 2019.

Vancouver:

Chung H. Teaching English as a Foreign Language to Students With Special Needs in Korea . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.4/286.

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

Council of Science Editors:

Chung H. Teaching English as a Foreign Language to Students With Special Needs in Korea . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/286

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

2. Bartolome, Kathleen Anne. A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus .

Degree: 2017, California State University – San Marcos

 Inclusion is forefront of the agendas in many schools. However, there are educators who are resisting the change. This project provides schools with a professional… (more)

Subjects/Keywords: inclusion; students with special educational needs; special education

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APA (6th Edition):

Bartolome, K. A. (2017). A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194722

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):

Bartolome, Kathleen Anne. “A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus .” 2017. Thesis, California State University – San Marcos. Accessed September 21, 2019. http://hdl.handle.net/10211.3/194722.

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

MLA Handbook (7th Edition):

Bartolome, Kathleen Anne. “A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus .” 2017. Web. 21 Sep 2019.

Vancouver:

Bartolome KA. A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/194722.

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

Council of Science Editors:

Bartolome KA. A Professional Development Seminar for the Veteran and Novice Educator on Successfully Revamping and Building Inclusion on Their School Campus . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194722

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

3. Öberg, Malin. Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8.

Degree: Education, 2014, Umeå University

  According to both national and international political regulations, the school should as far as it is possible include students with special needs in regular… (more)

Subjects/Keywords: inclusion; phenomenograpy; special education; students with special needs; mathematic education

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APA (6th Edition):

Öberg, M. (2014). Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97049

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):

Öberg, Malin. “Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8.” 2014. Thesis, Umeå University. Accessed September 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97049.

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

MLA Handbook (7th Edition):

Öberg, Malin. “Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8.” 2014. Web. 21 Sep 2019.

Vancouver:

Öberg M. Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8. [Internet] [Thesis]. Umeå University; 2014. [cited 2019 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97049.

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

Council of Science Editors:

Öberg M. Inkluderande undervisning i matematik : En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8. [Thesis]. Umeå University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97049

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

MLA Handbook (7th Edition):

Canges, Rebecca Lee. “Investigating how general education middle school teachers support the social inclusion of students with special needs.” 2010. Web. 21 Sep 2019.

Vancouver:

Canges RL. Investigating how general education middle school teachers support the social inclusion of students with special needs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365024/rec/3618.

Council of Science Editors:

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


University of Minnesota

5. Mitchem, Marlo. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.

Degree: D.Ed., Educational Policy and Administration, 2016, University of Minnesota

 The purpose of this study is to determine the factors influencing international school leaders’ views of inclusive education and the inclusion of students with special(more)

Subjects/Keywords: Inclusive Education; International School Leaders; International Schools; Students with Special Needs

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APA (6th Edition):

Mitchem, M. (2016). Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182788

Chicago Manual of Style (16th Edition):

Mitchem, Marlo. “Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.” 2016. Doctoral Dissertation, University of Minnesota. Accessed September 21, 2019. http://hdl.handle.net/11299/182788.

MLA Handbook (7th Edition):

Mitchem, Marlo. “Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.” 2016. Web. 21 Sep 2019.

Vancouver:

Mitchem M. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11299/182788.

Council of Science Editors:

Mitchem M. Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182788


Laurentian University

6. Farhan, Wejdan. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .

Degree: 2014, Laurentian University

 An e-learning system in an academic setting is an efficient tool for all students especially for students with physical impairments. This thesis discusses an e-learning… (more)

Subjects/Keywords: e-learning system; students with special needs; students with visual impairment; students with hearing impairment; D2L e-learning system.; Laurentian University

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APA (6th Edition):

Farhan, W. (2014). A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2474

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):

Farhan, Wejdan. “A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .” 2014. Thesis, Laurentian University. Accessed September 21, 2019. https://zone.biblio.laurentian.ca/dspace/handle/10219/2474.

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

MLA Handbook (7th Edition):

Farhan, Wejdan. “A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .” 2014. Web. 21 Sep 2019.

Vancouver:

Farhan W. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . [Internet] [Thesis]. Laurentian University; 2014. [cited 2019 Sep 21]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2474.

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

Council of Science Editors:

Farhan W. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . [Thesis]. Laurentian University; 2014. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2474

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


Laurentian University

7. Farhan, Wejdan. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .

Degree: 2014, Laurentian University

 An e-learning system in an academic setting is an efficient tool for all students especially for students with physical impairments. This thesis discusses an e-learning… (more)

Subjects/Keywords: e-learning system; students with special needs; students with visual impairment; students with hearing impairment; D2L e-learning system.; Laurentian University

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

APA (6th Edition):

Farhan, W. (2014). A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2474

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):

Farhan, Wejdan. “A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .” 2014. Thesis, Laurentian University. Accessed September 21, 2019. https://zone.biblio.laurentian.ca/dspace/handle/10219/2474.

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

MLA Handbook (7th Edition):

Farhan, Wejdan. “A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students .” 2014. Web. 21 Sep 2019.

Vancouver:

Farhan W. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . [Internet] [Thesis]. Laurentian University; 2014. [cited 2019 Sep 21]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2474.

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

Council of Science Editors:

Farhan W. A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students . [Thesis]. Laurentian University; 2014. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2474

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

8. Åkerman, Annette. Elever i behov av särskilt stöd.

Degree: Lärarutbildningen, 2010, Södertörn University College

  This is a qualitative study whit purpose of showing how teachers work whit students in need of special support in school. The purpose has… (more)

Subjects/Keywords: students with special needs; special support; elever i behov av särskilt stöd; specialundervisning

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APA (6th Edition):

Åkerman, A. (2010). Elever i behov av särskilt stöd. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5364

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):

Åkerman, Annette. “Elever i behov av särskilt stöd.” 2010. Thesis, Södertörn University College. Accessed September 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5364.

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

MLA Handbook (7th Edition):

Åkerman, Annette. “Elever i behov av särskilt stöd.” 2010. Web. 21 Sep 2019.

Vancouver:

Åkerman A. Elever i behov av särskilt stöd. [Internet] [Thesis]. Södertörn University College; 2010. [cited 2019 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5364.

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

Council of Science Editors:

Åkerman A. Elever i behov av särskilt stöd. [Thesis]. Södertörn University College; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5364

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


California State University – Channel Islands

9. Beairsto, Tabitha P. Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? .

Degree: 2019, California State University – Channel Islands

 Previous studies have shown that positive interactions with students have strong influences on student social emotional development and achievement. Yet, there appears to be a… (more)

Subjects/Keywords: Education thesis; Personal experience; Staff; Students; Students with Special Needs; Emotional disturbance

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APA (6th Edition):

Beairsto, T. P. (2019). Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/210223

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):

Beairsto, Tabitha P. “Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? .” 2019. Thesis, California State University – Channel Islands. Accessed September 21, 2019. http://hdl.handle.net/10211.3/210223.

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

MLA Handbook (7th Edition):

Beairsto, Tabitha P. “Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? .” 2019. Web. 21 Sep 2019.

Vancouver:

Beairsto TP. Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? . [Internet] [Thesis]. California State University – Channel Islands; 2019. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.3/210223.

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

Council of Science Editors:

Beairsto TP. Special Education Staff: Is there an Association Between The Personal Experiences of School Staff and Attitudes Towards Students with Emotional Disturbance? . [Thesis]. California State University – Channel Islands; 2019. Available from: http://hdl.handle.net/10211.3/210223

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


University of Nairobi

10. Kamau, Benard N. Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya .

Degree: 2015, University of Nairobi

 The purpose of the study was to investigate the association between institutional based factors influence on performance of learners with special needs in Kamukunji public… (more)

Subjects/Keywords: Learners with special needs

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APA (6th Edition):

Kamau, B. N. (2015). Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94538

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):

Kamau, Benard N. “Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya .” 2015. Thesis, University of Nairobi. Accessed September 21, 2019. http://hdl.handle.net/11295/94538.

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

MLA Handbook (7th Edition):

Kamau, Benard N. “Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya .” 2015. Web. 21 Sep 2019.

Vancouver:

Kamau BN. Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya . [Internet] [Thesis]. University of Nairobi; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11295/94538.

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

Council of Science Editors:

Kamau BN. Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya . [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/94538

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


Stockholm University

11. Larsson, Maria. Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan.

Degree: Special Education, 2018, Stockholm University

  Särskolan har funnits i Sverige sedan mitten av 1950-talet, men som en egen skolform parallellt med grundskolan och med egen läroplan, är grundsärskolan relativt… (more)

Subjects/Keywords: Compulsory special school; special education;  principals; students with special needs ; Grundsärskola;  specialundervisning;  rektorer;  elever med funktionsvariation  ; Pedagogy; Pedagogik

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APA (6th Edition):

Larsson, M. (2018). Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165995

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):

Larsson, Maria. “Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan.” 2018. Thesis, Stockholm University. Accessed September 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165995.

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

MLA Handbook (7th Edition):

Larsson, Maria. “Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan.” 2018. Web. 21 Sep 2019.

Vancouver:

Larsson M. Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan. [Internet] [Thesis]. Stockholm University; 2018. [cited 2019 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165995.

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

Council of Science Editors:

Larsson M. Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan. [Thesis]. Stockholm University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165995

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


Arizona State University

12. Ochonogor, Emerald. Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs.

Degree: Educational Administration and Supervision, 2019, Arizona State University

 The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general… (more)

Subjects/Keywords: Education; Special education; Teacher education; professional development; special education; students with special needs; teacher self-efficacy

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

APA (6th Edition):

Ochonogor, E. (2019). Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53487

Chicago Manual of Style (16th Edition):

Ochonogor, Emerald. “Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs.” 2019. Doctoral Dissertation, Arizona State University. Accessed September 21, 2019. http://repository.asu.edu/items/53487.

MLA Handbook (7th Edition):

Ochonogor, Emerald. “Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs.” 2019. Web. 21 Sep 2019.

Vancouver:

Ochonogor E. Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Sep 21]. Available from: http://repository.asu.edu/items/53487.

Council of Science Editors:

Ochonogor E. Professional Development and Teacher Self-Efficacy in Supporting Students with Special Needs. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53487


Vilnius Pedagogical University

13. Simanavičienė, Salomėja. Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius.

Degree: Master, Educology, 2008, Vilnius Pedagogical University

Pasitaiko nemažai atvejų, kai mokiniai ir jų tėvai neigiamai žiūri į mokinius, turinčius specialiųjų ugdymo poreikių. Tikslas – ištirti mokinių, jų tėvų požiūrį į neįgalius… (more)

Subjects/Keywords: Specialiųjų poreikių mokiniai; Ugdymas; Požiūris; Klasės mikroklimatas; Students with special needs; Education; Attitude; Classroom microclimate

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

APA (6th Edition):

Simanavičienė, Salomėja. (2008). Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183739-83780 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Simanavičienė, Salomėja. “Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed September 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183739-83780 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Simanavičienė, Salomėja. “Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius.” 2008. Web. 21 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Simanavičienė, Salomėja. Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Sep 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183739-83780 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Simanavičienė, Salomėja. Bendraamžių ir jų tėvų požiūris į specialiųjų ugdymosi poreikių turinčius mokinius. [Masters Thesis]. Vilnius Pedagogical University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183739-83780 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of South Africa

14. Haihambo, Cynthy. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .

Degree: 2010, University of South Africa

 This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies,… (more)

Subjects/Keywords: Inclusive education; Students with disabilities; Visual impairment; Physical disability; Special needs education

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

APA (6th Edition):

Haihambo, C. (2010). Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3702

Chicago Manual of Style (16th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Doctoral Dissertation, University of South Africa. Accessed September 21, 2019. http://hdl.handle.net/10500/3702.

MLA Handbook (7th Edition):

Haihambo, Cynthy. “Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia .” 2010. Web. 21 Sep 2019.

Vancouver:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10500/3702.

Council of Science Editors:

Haihambo C. Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3702

15. Gussarsson, Ida. Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet.

Degree: Teacher Education, 2013, Södertörn University

  The society’s view of pupils with needs of special support in nine-year school has changed over time in Sweden. The teachers’ views of the… (more)

Subjects/Keywords: Special education; students with needs of special support; including; segregation; Specialpedagogik; elever i behov av särskilt stöd; inkludering; segregering

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APA (6th Edition):

Gussarsson, I. (2013). Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21082

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):

Gussarsson, Ida. “Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet.” 2013. Thesis, Södertörn University. Accessed September 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21082.

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

MLA Handbook (7th Edition):

Gussarsson, Ida. “Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet.” 2013. Web. 21 Sep 2019.

Vancouver:

Gussarsson I. Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet. [Internet] [Thesis]. Södertörn University; 2013. [cited 2019 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21082.

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

Council of Science Editors:

Gussarsson I. Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet. [Thesis]. Södertörn University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21082

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


Siauliai University

16. Šiaulytė, Jorūnė. Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai.

Degree: Master, Educology, 2014, Siauliai University

Magistro darbe atlikta teorinė specialiųjų ugdymosi poreikių mokinių bei jų įprastos raidos bendraamžių bendravimo, sąveikos ypatumų analizė. Interviu metodu buvo atliktas tyrimas, kurio tikslas -… (more)

Subjects/Keywords: Įprastos raidos mokiniai; Specialiųjų ugdymosi poreikių vaikai; Sąveika; General education students; Students with special educational needs; Interaction

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APA (6th Edition):

Šiaulytė, Jorūnė. (2014). Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai. (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_145108-96037 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Šiaulytė, Jorūnė. “Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai.” 2014. Masters Thesis, Siauliai University. Accessed September 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_145108-96037 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Šiaulytė, Jorūnė. “Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai.” 2014. Web. 21 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Šiaulytė, Jorūnė. Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai. [Internet] [Masters thesis]. Siauliai University; 2014. [cited 2019 Sep 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_145108-96037 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Šiaulytė, Jorūnė. Specialiųjų ugdymosi poreikių turinčių vaikų sąveikos su bendraamžiais ypatumai. [Masters Thesis]. Siauliai University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_145108-96037 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


IUPUI

17. Coates, Heather L. The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders.

Degree: 2011, IUPUI

 The role of social support in the lives of the 16.8 million caregivers for children with special needs in the U.S. is not adequately understood.… (more)

Subjects/Keywords: social support; special needs; children with special needs; autism

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APA (6th Edition):

Coates, H. L. (2011). The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2623

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):

Coates, Heather L. “The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders.” 2011. Thesis, IUPUI. Accessed September 21, 2019. http://hdl.handle.net/1805/2623.

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

MLA Handbook (7th Edition):

Coates, Heather L. “The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders.” 2011. Web. 21 Sep 2019.

Vancouver:

Coates HL. The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders. [Internet] [Thesis]. IUPUI; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1805/2623.

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

Council of Science Editors:

Coates HL. The exchange of social support via social networks of maternal caregivers for children with autism spectrum disorders. [Thesis]. IUPUI; 2011. Available from: http://hdl.handle.net/1805/2623

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


University of Central Florida

18. Lewis, Sally. Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?.

Degree: 2010, University of Central Florida

  This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school… (more)

Subjects/Keywords: Dissertations; Academic  – Education; Education  – Dissertations; Academic; Professional school counselor's self efficacy in special needs; Training of school counselors in students with special needs; Education

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APA (6th Edition):

Lewis, S. (2010). Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4216

Chicago Manual of Style (16th Edition):

Lewis, Sally. “Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?.” 2010. Doctoral Dissertation, University of Central Florida. Accessed September 21, 2019. https://stars.library.ucf.edu/etd/4216.

MLA Handbook (7th Edition):

Lewis, Sally. “Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?.” 2010. Web. 21 Sep 2019.

Vancouver:

Lewis S. Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Sep 21]. Available from: https://stars.library.ucf.edu/etd/4216.

Council of Science Editors:

Lewis S. Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs?. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4216


Universidade de Brasília

19. Júlia Cristina Coelho Ribeiro. Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices.

Degree: 2006, Universidade de Brasília

Tomando como ponto de partida as abordagens teóricas provenientes da Psicologia Cultural e, mais especificamente, da dimensão dialógica da produção de conhecimentos, este estudo teve… (more)

Subjects/Keywords: Students with special needs; PSICOLOGIA; Necessidades educacionais especiais; educação inclusiva; processos de significação; dialogismo.; inclusive education; meanings processes; dialogism.

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APA (6th Edition):

Ribeiro, J. C. C. (2006). Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=356

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):

Ribeiro, Júlia Cristina Coelho. “Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices.” 2006. Thesis, Universidade de Brasília. Accessed September 21, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=356.

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

MLA Handbook (7th Edition):

Ribeiro, Júlia Cristina Coelho. “Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices.” 2006. Web. 21 Sep 2019.

Vancouver:

Ribeiro JCC. Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices. [Internet] [Thesis]. Universidade de Brasília; 2006. [cited 2019 Sep 21]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=356.

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

Council of Science Editors:

Ribeiro JCC. Meanings at inclusive schools: a study on inclusive schools teachers conceptions and practices. [Thesis]. Universidade de Brasília; 2006. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=356

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


Universidade Federal de Santa Maria

20. Márcia Terra Marques Caramão. SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE.

Degree: 2009, Universidade Federal de Santa Maria

 Esta pesquisa insere-se na Linha de Pesquisa de Educação Especial, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria. Propõe refletir sobre… (more)

Subjects/Keywords: alunos com necessidades educacionais especiais; inclusão; avaliação; saberes docentes; EDUCACAO; teachers knowledge; evaluation; inclusion; students with special educational needs

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

APA (6th Edition):

Caramão, M. T. M. (2009). SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2869

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):

Caramão, Márcia Terra Marques. “SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE.” 2009. Thesis, Universidade Federal de Santa Maria. Accessed September 21, 2019. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2869.

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

MLA Handbook (7th Edition):

Caramão, Márcia Terra Marques. “SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE.” 2009. Web. 21 Sep 2019.

Vancouver:

Caramão MTM. SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2009. [cited 2019 Sep 21]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2869.

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

Council of Science Editors:

Caramão MTM. SABERES DOCENTES, AVALIAÇÃO E INCLUSÃO: ESTUDO DE UMA REALIDADE. [Thesis]. Universidade Federal de Santa Maria; 2009. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2869

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


Vilnius Pedagogical University

21. Lozovaja, Tatjana. Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai.

Degree: Master, Educology, 2010, Vilnius Pedagogical University

Darbe atlikta teorinė ugdymo kokybės, ugdymo individualizavimo kokybės heterogeninėse klasėse sampratų analizė ir nustatyta, kad siekiant ugdymo kokybės ugdymo turinys turi būti orientuotas į kompetencijų… (more)

Subjects/Keywords: Kokybė; Ugdymo individualizavimas; Heterogeninės klasės; Specialiųjų poreikių mokiniai; Quality; Educational individualization; Heterogeneous class; Students with special needs

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APA (6th Edition):

Lozovaja, Tatjana. (2010). Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_145619-76818 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Lozovaja, Tatjana. “Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai.” 2010. Masters Thesis, Vilnius Pedagogical University. Accessed September 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_145619-76818 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Lozovaja, Tatjana. “Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai.” 2010. Web. 21 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Lozovaja, Tatjana. Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2010. [cited 2019 Sep 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_145619-76818 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Lozovaja, Tatjana. Ugdymo individualizavimo heterogeninėse klasėse kokybės kriterijai. [Masters Thesis]. Vilnius Pedagogical University; 2010. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_145619-76818 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Florida

22. Malinowski, Dana. Dialogic Reading Interventions for Children with Disabilities.

Degree: 2013, University of Florida

 A synthesis and review of literature on the effects of Dialogic Reading (Whitehurst & Lonigan, 1998) and its components used as an intervention for the… (more)

Subjects/Keywords: Adults; Child psychology; Communication models; Dialogism; Disabilities; Language; Language development; Special needs students; Spoken communication; Words; Children with disabilities; Reading

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

APA (6th Edition):

Malinowski, D. (2013). Dialogic Reading Interventions for Children with Disabilities. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059934

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):

Malinowski, Dana. “Dialogic Reading Interventions for Children with Disabilities.” 2013. Thesis, University of Florida. Accessed September 21, 2019. http://ufdc.ufl.edu/AA00059934.

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

MLA Handbook (7th Edition):

Malinowski, Dana. “Dialogic Reading Interventions for Children with Disabilities.” 2013. Web. 21 Sep 2019.

Vancouver:

Malinowski D. Dialogic Reading Interventions for Children with Disabilities. [Internet] [Thesis]. University of Florida; 2013. [cited 2019 Sep 21]. Available from: http://ufdc.ufl.edu/AA00059934.

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

Council of Science Editors:

Malinowski D. Dialogic Reading Interventions for Children with Disabilities. [Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/AA00059934

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

23. Vaz, Márcia Andreia de Oliveira. Expressões Artísticas e Educação Inclusiva.

Degree: 2015, Universidade Fernando Pessoa

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização… (more)

Subjects/Keywords: Expressões Artísticas; Educação Inclusiva; Práticas Educativas; Alunos com NEE; Arts Education; Inclusive Education; Educational Practices; Students with Special Educational Needs

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APA (6th Edition):

Vaz, M. A. d. O. (2015). Expressões Artísticas e Educação Inclusiva. (Thesis). Universidade Fernando Pessoa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4785

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):

Vaz, Márcia Andreia de Oliveira. “Expressões Artísticas e Educação Inclusiva.” 2015. Thesis, Universidade Fernando Pessoa. Accessed September 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4785.

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

MLA Handbook (7th Edition):

Vaz, Márcia Andreia de Oliveira. “Expressões Artísticas e Educação Inclusiva.” 2015. Web. 21 Sep 2019.

Vancouver:

Vaz MAdO. Expressões Artísticas e Educação Inclusiva. [Internet] [Thesis]. Universidade Fernando Pessoa; 2015. [cited 2019 Sep 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4785.

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

Council of Science Editors:

Vaz MAdO. Expressões Artísticas e Educação Inclusiva. [Thesis]. Universidade Fernando Pessoa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4785

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

24. Pires, Pedro Rui Inês. Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência.

Degree: 2013, Instituto Politécnico de Castelo Branco

Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de… (more)

Subjects/Keywords: Inclusão e educação física; Atitudes; Deficiência; Alunos com NEE; Inclusion and physical education; Attitudes; Disability; Students with special educational needs

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

APA (6th Edition):

Pires, P. R. I. (2013). Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência. (Thesis). Instituto Politécnico de Castelo Branco. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/2117

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):

Pires, Pedro Rui Inês. “Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência.” 2013. Thesis, Instituto Politécnico de Castelo Branco. Accessed September 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/2117.

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

MLA Handbook (7th Edition):

Pires, Pedro Rui Inês. “Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência.” 2013. Web. 21 Sep 2019.

Vancouver:

Pires PRI. Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência. [Internet] [Thesis]. Instituto Politécnico de Castelo Branco; 2013. [cited 2019 Sep 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/2117.

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

Council of Science Editors:

Pires PRI. Educação física inclusiva no contexto escolar : as atitudes dos alunos sem condição de deficiência. [Thesis]. Instituto Politécnico de Castelo Branco; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/2117

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

25. Pires, Tânia Sofia Nunes Frasquilho. As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico.

Degree: 2013, RCAAP

O presente trabalho foi baseado no tema As Representações dos Pais Face à Inclusão de Alunos com Necessidades Educativas Especiais no 1º Ciclo Ensino Básico,… (more)

Subjects/Keywords: Inclusão; Pais; Alunos com NEE; Cultura de Escola; Parents; School Community; Students with Special Educational Needs

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

APA (6th Edition):

Pires, T. S. N. F. (2013). As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10762

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):

Pires, Tânia Sofia Nunes Frasquilho. “As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico.” 2013. Thesis, RCAAP. Accessed September 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10762.

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

MLA Handbook (7th Edition):

Pires, Tânia Sofia Nunes Frasquilho. “As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico.” 2013. Web. 21 Sep 2019.

Vancouver:

Pires TSNF. As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Sep 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10762.

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

Council of Science Editors:

Pires TSNF. As representações dos pais face à inclusão de alunos com NEE no 1ºCiclo Ensino Básico. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10762

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


Vilnius Pedagogical University

26. Sabaliauskytė, Rasa. Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai.

Degree: Master, Educology, 2012, Vilnius Pedagogical University

Šio tyrimo tikslas - ištirti ir nustatyti mokytojų, ugdančių specialiųjų poreikių moksleivius, kauzalinės atribucijos ypatumų reikšmę šių vaikų ugdymo(si) veiklai. Tyrimas buvo atliktas Vilniaus Viršuliškių… (more)

Subjects/Keywords: Kauzalinė atribucija; Ugdymosi veikla; Specialiųjų poreikių turintys mokiniai; Causal attribution; Education process; Students with special needs

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

APA (6th Edition):

Sabaliauskytė, Rasa. (2012). Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_133947-67876 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Sabaliauskytė, Rasa. “Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai.” 2012. Masters Thesis, Vilnius Pedagogical University. Accessed September 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_133947-67876 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Sabaliauskytė, Rasa. “Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai.” 2012. Web. 21 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Sabaliauskytė, Rasa. Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2012. [cited 2019 Sep 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_133947-67876 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Sabaliauskytė, Rasa. Kauzalinės atribucijos reikšmė mokinių, turinčių specialiųjų poreikių, ugdymo(si) veiklai. [Masters Thesis]. Vilnius Pedagogical University; 2012. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_133947-67876 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

27. Pirtle, Aspen. An exploration of agricultural education as an effective tool for developing students with special needs.

Degree: MS, 0181, 2012, University of Illinois – Urbana-Champaign

 Abstract There has been an increase in momentum of inclusive education in recent years (Giffing, Warnick, Tarpley, & Williams, 2010). In fact, several reports indicate… (more)

Subjects/Keywords: inclusive; secondary agriculture; students with special needs

…perceptions about the inclusion of students with special needs in agriculture classrooms as reported… …by agriculture instructors, special education aids, and students with special needs. This… …effective inclusion of students with special needs into agriculture classes. Also, this… …students with special needs) and the research sites. 2. Determine the perceptions of… …agriculture instructors of inclusion and development of social skills in students with special needs… 

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

APA (6th Edition):

Pirtle, A. (2012). An exploration of agricultural education as an effective tool for developing students with special needs. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31115

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):

Pirtle, Aspen. “An exploration of agricultural education as an effective tool for developing students with special needs.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed September 21, 2019. http://hdl.handle.net/2142/31115.

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

MLA Handbook (7th Edition):

Pirtle, Aspen. “An exploration of agricultural education as an effective tool for developing students with special needs.” 2012. Web. 21 Sep 2019.

Vancouver:

Pirtle A. An exploration of agricultural education as an effective tool for developing students with special needs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2142/31115.

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

Council of Science Editors:

Pirtle A. An exploration of agricultural education as an effective tool for developing students with special needs. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31115

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


Massey University

28. McIntyre, Noeline Dawn. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .

Degree: 2013, Massey University

 This study identifies issues, tensions and challenges within education in Aotearoa New Zealand through the responses of nine families who talked about their experiences when… (more)

Subjects/Keywords: Special education; Special learning needs; Children with special needs; Education policy, New Zealand; Inclusive education

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

APA (6th Edition):

McIntyre, N. D. (2013). Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4344

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):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Thesis, Massey University. Accessed September 21, 2019. http://hdl.handle.net/10179/4344.

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

MLA Handbook (7th Edition):

McIntyre, Noeline Dawn. “Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand .” 2013. Web. 21 Sep 2019.

Vancouver:

McIntyre ND. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10179/4344.

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

Council of Science Editors:

McIntyre ND. Tensions, issues and challenges in special education in Aotearoa New Zealand : stories of mismatch between the policies and the practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4344

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


SUNY College at Brockport

29. Neary, Meghan K. Students with Special Needs and Their Interaction with Peers during Play.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  This qualitative study was designed to document the characteristics of peer interaction in students with special needs . The qualitative nature of this study… (more)

Subjects/Keywords: special needs students; inclusion; play interaction; Education

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APA (6th Edition):

Neary, M. K. (2010). Students with Special Needs and Their Interaction with Peers during Play. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/3

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):

Neary, Meghan K. “Students with Special Needs and Their Interaction with Peers during Play.” 2010. Thesis, SUNY College at Brockport. Accessed September 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/3.

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

MLA Handbook (7th Edition):

Neary, Meghan K. “Students with Special Needs and Their Interaction with Peers during Play.” 2010. Web. 21 Sep 2019.

Vancouver:

Neary MK. Students with Special Needs and Their Interaction with Peers during Play. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Sep 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/3.

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

Council of Science Editors:

Neary MK. Students with Special Needs and Their Interaction with Peers during Play. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/3

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


Unitec New Zealand

30. Tuala, Malia Ioana. The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service.

Degree: 2017, Unitec New Zealand

 RESEARCH QUESTIONS: What is the role and responsibilities of the Cluster Manager in the RTLB service? What are the challenges for the Cluster Manager while… (more)

Subjects/Keywords: New Zealand; students with special needs; primary schools; secondary schools; inclusive education; special education; special needs; resource teachers; organisational change; change management; Resource Teachers : Learning and Behaviour service (RTLBs); cluster managers; 130312 Special Education and Disability; 150312 Organisational Planning and Management

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

APA (6th Edition):

Tuala, M. I. (2017). The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4386

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):

Tuala, Malia Ioana. “The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service.” 2017. Thesis, Unitec New Zealand. Accessed September 21, 2019. http://hdl.handle.net/10652/4386.

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

MLA Handbook (7th Edition):

Tuala, Malia Ioana. “The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service.” 2017. Web. 21 Sep 2019.

Vancouver:

Tuala MI. The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10652/4386.

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

Council of Science Editors:

Tuala MI. The role of the cluster manager in leading and managing change in the resource teacher : learning and behaviour service. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4386

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

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