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You searched for subject:(autism inclusive education). Showing records 1 – 30 of 34 total matches.

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Linnaeus University

1. lagercrantz, hanna. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.

Degree: Education, 2014, Linnaeus University

  Den här systematiska litteraturstudien syftar till att behandla inkludering av autistiska elever i skolan. Studien avhandlar och sammanställer resultat från sju olika internationella forskare… (more)

Subjects/Keywords: autism inclusive education

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APA (6th Edition):

lagercrantz, h. (2014). Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610

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):

lagercrantz, hanna. “Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.” 2014. Thesis, Linnaeus University. Accessed June 26, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610.

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

MLA Handbook (7th Edition):

lagercrantz, hanna. “Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?.” 2014. Web. 26 Jun 2019.

Vancouver:

lagercrantz h. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. [Internet] [Thesis]. Linnaeus University; 2014. [cited 2019 Jun 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610.

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

Council of Science Editors:

lagercrantz h. Hur kan man i skolan arbeta inkluderande med elever som har diagnos inom det autistiska spektrat?. [Thesis]. Linnaeus University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35610

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


University of Debrecen

2. Hatahet, Mais. The impact of inclusive education for children with autism on parental life satisfaction .

Degree: DE – Egészségügyi Kar, University of Debrecen

 The aim of the study was to contribute to the literature concerning the inclusive education in Jordan, by mapping the social and psychological consequences (social… (more)

Subjects/Keywords: inclusive education; autism

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APA (6th Edition):

Hatahet, M. (n.d.). The impact of inclusive education for children with autism on parental life satisfaction . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/265839

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Thesis, University of Debrecen. Accessed June 26, 2019. http://hdl.handle.net/2437/265839.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Web. 26 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Hatahet M. The impact of inclusive education for children with autism on parental life satisfaction . [Internet] [Thesis]. University of Debrecen; [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2437/265839.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Hatahet M. The impact of inclusive education for children with autism on parental life satisfaction . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/265839

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Toronto

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

Degree: 2017, University of Toronto

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Masters Thesis, University of Toronto. Accessed June 26, 2019. http://hdl.handle.net/1807/77876.

MLA Handbook (7th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Web. 26 Jun 2019.

Vancouver:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1807/77876.

Council of Science Editors:

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


University of Louisville

4. Wilkerson, Stephanie Elaine. Assessing teacher attitude toward the inclusion of students with autism.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2012, University of Louisville

 The purpose of this research study was to examine the relationship between the attitudes of public school teachers and the inclusion of students with autism(more)

Subjects/Keywords: Autism; Inclusion; Teachers attitude; Mainstreaming; Inclusive education; Attitude autism

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APA (6th Edition):

Wilkerson, S. E. (2012). Assessing teacher attitude toward the inclusion of students with autism. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1571 ; https://ir.library.louisville.edu/etd/1571

Chicago Manual of Style (16th Edition):

Wilkerson, Stephanie Elaine. “Assessing teacher attitude toward the inclusion of students with autism.” 2012. Doctoral Dissertation, University of Louisville. Accessed June 26, 2019. 10.18297/etd/1571 ; https://ir.library.louisville.edu/etd/1571.

MLA Handbook (7th Edition):

Wilkerson, Stephanie Elaine. “Assessing teacher attitude toward the inclusion of students with autism.” 2012. Web. 26 Jun 2019.

Vancouver:

Wilkerson SE. Assessing teacher attitude toward the inclusion of students with autism. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Jun 26]. Available from: 10.18297/etd/1571 ; https://ir.library.louisville.edu/etd/1571.

Council of Science Editors:

Wilkerson SE. Assessing teacher attitude toward the inclusion of students with autism. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1571 ; https://ir.library.louisville.edu/etd/1571


University of Gothenburg / Göteborgs Universitet

5. Taneja Johansson, Shruti. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.

Degree: 2015, University of Gothenburg / Göteborgs Universitet

Informed by the significance given to context in the postcolonial critique of disability in the South, the overall aim of this thesis is to develop… (more)

Subjects/Keywords: autism; disability; inclusive education; special education; education; parent; school; India; South

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APA (6th Edition):

Taneja Johansson, S. (2015). Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/40534

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):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed June 26, 2019. http://hdl.handle.net/2077/40534.

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

MLA Handbook (7th Edition):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Web. 26 Jun 2019.

Vancouver:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2077/40534.

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

Council of Science Editors:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. Available from: http://hdl.handle.net/2077/40534

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


Universiteit Utrecht

6. Slagmaat, S.P. van. Creative Intelligence of Children with an Autism Spectrum Disorder.

Degree: 2016, Universiteit Utrecht

 Regular schools are expected to take in more children with an Autism Spectrum Disorder (ASD), among others. The focus is often on their disabilities, while… (more)

Subjects/Keywords: Autism; creativity; intelligence; 21st century skills; inclusive education

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APA (6th Edition):

Slagmaat, S. P. v. (2016). Creative Intelligence of Children with an Autism Spectrum Disorder. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/334940

Chicago Manual of Style (16th Edition):

Slagmaat, S P van. “Creative Intelligence of Children with an Autism Spectrum Disorder.” 2016. Masters Thesis, Universiteit Utrecht. Accessed June 26, 2019. http://dspace.library.uu.nl:8080/handle/1874/334940.

MLA Handbook (7th Edition):

Slagmaat, S P van. “Creative Intelligence of Children with an Autism Spectrum Disorder.” 2016. Web. 26 Jun 2019.

Vancouver:

Slagmaat SPv. Creative Intelligence of Children with an Autism Spectrum Disorder. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Jun 26]. Available from: http://dspace.library.uu.nl:8080/handle/1874/334940.

Council of Science Editors:

Slagmaat SPv. Creative Intelligence of Children with an Autism Spectrum Disorder. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/334940


University of Pretoria

7. MacIntosh, Jolene. Teachers' experiences of teaching learners diagnosed with autism.

Degree: Educational Psychology, 2014, University of Pretoria

 The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that… (more)

Subjects/Keywords: Autism; Teacher experiences; Inclusive education; Authentic inclusion; Eco-systemic perspective; Teacher training; Experiences; Learners with autism; PECS; Autism specific programmes; UCTD

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APA (6th Edition):

MacIntosh, J. (2014). Teachers' experiences of teaching learners diagnosed with autism. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40461

Chicago Manual of Style (16th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Masters Thesis, University of Pretoria. Accessed June 26, 2019. http://hdl.handle.net/2263/40461.

MLA Handbook (7th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Web. 26 Jun 2019.

Vancouver:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2263/40461.

Council of Science Editors:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40461


University of South Carolina

8. Warren, Hannah. Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool.

Degree: MS, Genetic Counseling, 2014, University of South Carolina

  Purpose: This study aimed to evaluate parental satisfaction and anxiety regarding the high school educational experiences of their child with a previous diagnosis of… (more)

Subjects/Keywords: Genetics and Genomics; Life Sciences; Asperger syndrome; Autism spectrum disorder; Inclusive education; Secondary education

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APA (6th Edition):

Warren, H. (2014). Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2695

Chicago Manual of Style (16th Edition):

Warren, Hannah. “Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool.” 2014. Masters Thesis, University of South Carolina. Accessed June 26, 2019. https://scholarcommons.sc.edu/etd/2695.

MLA Handbook (7th Edition):

Warren, Hannah. “Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool.” 2014. Web. 26 Jun 2019.

Vancouver:

Warren H. Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool. [Internet] [Masters thesis]. University of South Carolina; 2014. [cited 2019 Jun 26]. Available from: https://scholarcommons.sc.edu/etd/2695.

Council of Science Editors:

Warren H. Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool. [Masters Thesis]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/2695


University of Alberta

9. Hall, Shaun F. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 The purpose of this study was to improve our understanding of what influences principals’ intentions toward including children with autism spectrum disorders (ASD) in general… (more)

Subjects/Keywords: TpB; intentions; special education; inclusion; educational psychology; principals'; theory of planned behaviour; autism; beliefs; leadership; ASD; inclusive education; Autism Spectrum Disorder

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APA (6th Edition):

Hall, S. F. (2012). Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rq12x

Chicago Manual of Style (16th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Masters Thesis, University of Alberta. Accessed June 26, 2019. https://era.library.ualberta.ca/files/5q47rq12x.

MLA Handbook (7th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Web. 26 Jun 2019.

Vancouver:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jun 26]. Available from: https://era.library.ualberta.ca/files/5q47rq12x.

Council of Science Editors:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/5q47rq12x

10. Denis, Pierre. Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?.

Degree: Docteur es, Psychologie, 2015, Aix Marseille Université

Depuis la loi du 11 février 2005, la scolarisation des enfants présentant un handicap s’inscrit dans une logique d’inclusion, les enseignants du milieu ordinaire sont… (more)

Subjects/Keywords: Inclusion scolaire; Autisme; Enseignants; Parents; Stress; Coping; Inclusive education; Autism; Teachers; Parents; Stress; Coping

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APA (6th Edition):

Denis, P. (2015). Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2015AIXM3144

Chicago Manual of Style (16th Edition):

Denis, Pierre. “Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?.” 2015. Doctoral Dissertation, Aix Marseille Université. Accessed June 26, 2019. http://www.theses.fr/2015AIXM3144.

MLA Handbook (7th Edition):

Denis, Pierre. “Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?.” 2015. Web. 26 Jun 2019.

Vancouver:

Denis P. Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?. [Internet] [Doctoral dissertation]. Aix Marseille Université 2015. [cited 2019 Jun 26]. Available from: http://www.theses.fr/2015AIXM3144.

Council of Science Editors:

Denis P. Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ? : Stress, coping and self efficacy belief for teachers welcoming children with ASD in pre-school : what is the impact on parental perspective ?. [Doctoral Dissertation]. Aix Marseille Université 2015. Available from: http://www.theses.fr/2015AIXM3144


Massey University

11. Apers, Cherie. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.

Degree: Master of Educational Psychology, 2016, Massey University

 This research explored five primary school teachers’ perceptions about their preparedness to teach and include students with Autism Spectrum Disorder in a regular classroom. Taking… (more)

Subjects/Keywords: Children with autism spectrum disorders; Education (Elementary); Inclusive education; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Apers, C. (2016). Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10683

Chicago Manual of Style (16th Edition):

Apers, Cherie. “Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.” 2016. Masters Thesis, Massey University. Accessed June 26, 2019. http://hdl.handle.net/10179/10683.

MLA Handbook (7th Edition):

Apers, Cherie. “Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom.” 2016. Web. 26 Jun 2019.

Vancouver:

Apers C. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10179/10683.

Council of Science Editors:

Apers C. Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10683


University of Wisconsin – La Cross

12. Helser, William. Physical education teachers' sport recommendations for high school students with autism spectrum disorder.

Degree: 2014, University of Wisconsin – La Cross

 Students with autism spectrum disorder (ASD) display a wide variety of cognitive, behavioral, physical/motor, and social abilities that often require some level of support in… (more)

Subjects/Keywords: Autism spectrum disorder; Inclusive education; Physical education teachers – Training of; Physical education for children with disabilities

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APA (6th Edition):

Helser, W. (2014). Physical education teachers' sport recommendations for high school students with autism spectrum disorder. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/71756

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):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Thesis, University of Wisconsin – La Cross. Accessed June 26, 2019. http://digital.library.wisc.edu/1793/71756.

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

MLA Handbook (7th Edition):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Web. 26 Jun 2019.

Vancouver:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Internet] [Thesis]. University of Wisconsin – La Cross; 2014. [cited 2019 Jun 26]. Available from: http://digital.library.wisc.edu/1793/71756.

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

Council of Science Editors:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Thesis]. University of Wisconsin – La Cross; 2014. Available from: http://digital.library.wisc.edu/1793/71756

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

13. Rahme, Monica Maria Farid. Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar.

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

 Esta tese tem como objetivo geral investigar o laço social na educação e, em particular, de alunos que apresentam necessidades educacionais especiais, considerando seus efeitos… (more)

Subjects/Keywords: autism; autismo; educação especial; educação inclusiva; inclusive education; laço social; psicanálise; psychoanalyzis; social bond; special education; subject; sujeito

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APA (6th Edition):

Rahme, M. M. F. (2010). Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17012011-143132/ ;

Chicago Manual of Style (16th Edition):

Rahme, Monica Maria Farid. “Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar.” 2010. Doctoral Dissertation, University of São Paulo. Accessed June 26, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17012011-143132/ ;.

MLA Handbook (7th Edition):

Rahme, Monica Maria Farid. “Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar.” 2010. Web. 26 Jun 2019.

Vancouver:

Rahme MMF. Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2019 Jun 26]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17012011-143132/ ;.

Council of Science Editors:

Rahme MMF. Laço social e educação: um estudo sobre os efeitos do encontro com o outro no contexto escolar. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17012011-143132/ ;


Universidade do Rio Grande do Sul

14. Oliveira, Aniê Coutinho de. Identificação precoce de sinais de risco de autismo : o risco do risco.

Degree: 2017, Universidade do Rio Grande do Sul

 O presente estudo teve como objetivo analisar e discutir a identificação precoce de sinais de risco de autismo. Caracterizada como uma pesquisa bibliográfica de cunho… (more)

Subjects/Keywords: Autism; Transtorno do espectro autista; Autismo; Mental Health; Special Education; Diagnóstico precoce; Inclusive Education; Signs of Risk; Early Identification

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APA (6th Edition):

Oliveira, A. C. d. (2017). Identificação precoce de sinais de risco de autismo : o risco do risco. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/168961

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):

Oliveira, Aniê Coutinho de. “Identificação precoce de sinais de risco de autismo : o risco do risco.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed June 26, 2019. http://hdl.handle.net/10183/168961.

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

MLA Handbook (7th Edition):

Oliveira, Aniê Coutinho de. “Identificação precoce de sinais de risco de autismo : o risco do risco.” 2017. Web. 26 Jun 2019.

Vancouver:

Oliveira ACd. Identificação precoce de sinais de risco de autismo : o risco do risco. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10183/168961.

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

Council of Science Editors:

Oliveira ACd. Identificação precoce de sinais de risco de autismo : o risco do risco. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/168961

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


University of North Texas

15. Onbun-uea, Angkhana. Educating Young Children with Autism in Inclusive Classrooms in Thailand.

Degree: 2008, University of North Texas

 This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews,… (more)

Subjects/Keywords: Autism; Thailand; inclusive classrooms; Autistic children  – Education  – Thailand.; Inclusive education  – Curricula  – Thailand.

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

APA (6th Edition):

Onbun-uea, A. (2008). Educating Young Children with Autism in Inclusive Classrooms in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc6067/

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):

Onbun-uea, Angkhana. “Educating Young Children with Autism in Inclusive Classrooms in Thailand.” 2008. Thesis, University of North Texas. Accessed June 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc6067/.

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

MLA Handbook (7th Edition):

Onbun-uea, Angkhana. “Educating Young Children with Autism in Inclusive Classrooms in Thailand.” 2008. Web. 26 Jun 2019.

Vancouver:

Onbun-uea A. Educating Young Children with Autism in Inclusive Classrooms in Thailand. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Jun 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc6067/.

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

Council of Science Editors:

Onbun-uea A. Educating Young Children with Autism in Inclusive Classrooms in Thailand. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc6067/

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

16. Marques, Sandra. Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação - Especialização em Educação Especial

A educação inclusiva… (more)

Subjects/Keywords: Educação inclusiva; Perturbações do espetro do autismo; Jardim de infância; Práticas de intervenção; Inclusive education; Autism spectrum disorder; Preschool; Intervention practices

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

APA (6th Edition):

Marques, S. (2013). Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3135

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):

Marques, Sandra. “Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed June 26, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3135.

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

MLA Handbook (7th Edition):

Marques, Sandra. “Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo.” 2013. Web. 26 Jun 2019.

Vancouver:

Marques S. Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2019 Jun 26]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3135.

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

Council of Science Editors:

Marques S. Práticas curriculares em jardim de infância com crianças com perturbações do espetro do autismo. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3135

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

17. Magalhães, Luísa Maria de Fátima Flora de Assunção. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.

Degree: 2013, RCAAP

Cabe à escola prever respostas educativas de forma a educar com sucesso todas as crianças, incluindo as com problemas de Autismo. O Autismo tem como… (more)

Subjects/Keywords: Intervenção precoce; Autismo; Inclusão; Ensino Estruturado/ Metodologia TEACCH; Early Childhood Intervention; Autism; Inclusive Education; Structured Classroom/ Methods – TEACCH

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

APA (6th Edition):

Magalhães, L. M. d. F. F. d. A. (2013). Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092

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):

Magalhães, Luísa Maria de Fátima Flora de Assunção. “Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.” 2013. Thesis, RCAAP. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092.

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

MLA Handbook (7th Edition):

Magalhães, Luísa Maria de Fátima Flora de Assunção. “Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce.” 2013. Web. 26 Jun 2019.

Vancouver:

Magalhães LMdFFdA. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092.

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

Council of Science Editors:

Magalhães LMdFFdA. Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9092

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


University of South Africa

18. Enock, Rebecca Joe. Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education .

Degree: 2011, University of South Africa

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning.… (more)

Subjects/Keywords: Autism Spectrum Disorder; Inclusive education; Learning support; Adapted teaching strategies; Early childhood development phase; Pre-school learners

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

APA (6th Edition):

Enock, R. J. (2011). Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7722

Chicago Manual of Style (16th Edition):

Enock, Rebecca Joe. “Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education .” 2011. Masters Thesis, University of South Africa. Accessed June 26, 2019. http://hdl.handle.net/10500/7722.

MLA Handbook (7th Edition):

Enock, Rebecca Joe. “Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education .” 2011. Web. 26 Jun 2019.

Vancouver:

Enock RJ. Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10500/7722.

Council of Science Editors:

Enock RJ. Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/7722

19. Carujo, Alexandra Isabel Caçador. Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo.

Degree: 2014, Universidade de Évora

 A Educação Inclusiva tem vindo progressivamente a afirmar-se como uma questão fundamental no plano dos direitos humanos, referida em inúmeras declarações e convenções internacionais. O… (more)

Subjects/Keywords: Conceções; Ensino; Educação inclusiva; Perturbação do espectro do autismo; Conceptions; Teaching; Inclusive education; Autism spectrum disorder

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

APA (6th Edition):

Carujo, A. I. C. (2014). Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11196

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):

Carujo, Alexandra Isabel Caçador. “Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo.” 2014. Thesis, Universidade de Évora. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11196.

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

MLA Handbook (7th Edition):

Carujo, Alexandra Isabel Caçador. “Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo.” 2014. Web. 26 Jun 2019.

Vancouver:

Carujo AIC. Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo. [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11196.

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

Council of Science Editors:

Carujo AIC. Olhar a diferença: perspetivas sobre a educação inclusiva de crianças com perturbação do espectro do autismo. [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11196

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


University of Oklahoma

20. Baghdayan, Annie Torossian. A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS.

Degree: PhD, 2012, University of Oklahoma

 Parents and educators shared similar goals for their children and students with ASD. However, their shared experiences suggested their interactions often involved conflict. Results of… (more)

Subjects/Keywords: Children with autism spectrum disorders – Education (Primary) – Case studies; Children with autism spectrum disorders – Education (Primary) – Public opinion – Case studies; Inclusive education – Case studies; Inclusive education – Public opinion – Case studies; A

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

APA (6th Edition):

Baghdayan, A. T. (2012). A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318669

Chicago Manual of Style (16th Edition):

Baghdayan, Annie Torossian. “A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed June 26, 2019. http://hdl.handle.net/11244/318669.

MLA Handbook (7th Edition):

Baghdayan, Annie Torossian. “A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS.” 2012. Web. 26 Jun 2019.

Vancouver:

Baghdayan AT. A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/11244/318669.

Council of Science Editors:

Baghdayan AT. A STUDY ON PARENTS' AND EDUCATORS' PERCEPTION ON INCLUDING YOUNG CHILDREN WITH HIGH-FUNCTIONING AUTISM IN GENERAL EDUCATION SETTINGS. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318669

21. Mere-Cook, Yvette Rosil. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.

Degree: Doctor of Education (EdD), Special Education, 2016, University of San Francisco

  Results from previous research studies suggest that inclusive settings benefit all learners. However, general education teachers often do not have built in supports within… (more)

Subjects/Keywords: autism spectrum disorder; inclusive education; occupational therapy; sensory diet; sensory processing; sensory regulation; Elementary Education and Teaching; Occupational Therapy; Special Education and Teaching

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

APA (6th Edition):

Mere-Cook, Y. R. (2016). Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/315

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):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Thesis, University of San Francisco. Accessed June 26, 2019. https://repository.usfca.edu/diss/315.

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

MLA Handbook (7th Edition):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Web. 26 Jun 2019.

Vancouver:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 26]. Available from: https://repository.usfca.edu/diss/315.

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

Council of Science Editors:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/315

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

22. Bicker, Sarah. P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes.

Degree: MOT, Occupational Therapy, 2012, University of Puget-Sound

  Physical activity provides all people, including those with disabilities, with many physical, mental, and social benefits. Participation in a physical education class at school… (more)

Subjects/Keywords: physical education; inclusive education; Occupational Therapy; Physical education for children; Autism spectrum disorders in children – Treatment; Behavior therapy for children – United States; Recreational therapy for children

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

APA (6th Edition):

Bicker, S. (2012). P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes. (Thesis). University of Puget-Sound. Retrieved from http://soundideas.pugetsound.edu/ms_occ_therapy/58 ; http://soundideas.pugetsound.edu/ms_occ_therapy/58

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):

Bicker, Sarah. “P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes.” 2012. Thesis, University of Puget-Sound. Accessed June 26, 2019. http://soundideas.pugetsound.edu/ms_occ_therapy/58 ; http://soundideas.pugetsound.edu/ms_occ_therapy/58.

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

MLA Handbook (7th Edition):

Bicker, Sarah. “P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes.” 2012. Web. 26 Jun 2019.

Vancouver:

Bicker S. P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes. [Internet] [Thesis]. University of Puget-Sound; 2012. [cited 2019 Jun 26]. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/58 ; http://soundideas.pugetsound.edu/ms_occ_therapy/58.

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

Council of Science Editors:

Bicker S. P.E. 4 All: Modifications for General Education Physical Education Teachers for Inclusive Classes. [Thesis]. University of Puget-Sound; 2012. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/58 ; http://soundideas.pugetsound.edu/ms_occ_therapy/58

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

23. Morgado, Sandra Cristina Constantino. Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista.

Degree: 2014, RCAAP

O presente estudo pretende contribuir para a reflexão acerca das perceções que docentes de Ensino Regular e de Educação Especial exprimem no âmbito do seu… (more)

Subjects/Keywords: Perturbação do Espectro Autista; Inclusão; Educação Inclusiva; Educação Especial; Ensino Regular; Trabalho colaborativo; Autism Spectrum Disorder; Inclusion; Inclusive Education; Special Education; Regular Education; Collaborative work

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

APA (6th Edition):

Morgado, S. C. C. (2014). Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9473

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):

Morgado, Sandra Cristina Constantino. “Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista.” 2014. Thesis, RCAAP. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9473.

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

MLA Handbook (7th Edition):

Morgado, Sandra Cristina Constantino. “Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista.” 2014. Web. 26 Jun 2019.

Vancouver:

Morgado SCC. Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista. [Internet] [Thesis]. RCAAP; 2014. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9473.

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

Council of Science Editors:

Morgado SCC. Contribuição do trabalho colaborativo entre docentes de educação especial/ensino regular para a inclusão de alunos com perturbação do espectro autista. [Thesis]. RCAAP; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9473

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

24. Moreira, Rute Cristina dos Santos Almeida Ferreira. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.

Degree: 2017, RCAAP

Atualmente, a diversidade de alunos que frequenta a escolaridade obrigatória, especificamente com Perturbação do Espetro do Autismo (PEA) é uma realidade. Esta implica que a… (more)

Subjects/Keywords: Escola inclusiva; Educação; Educação especial; Perturbação do Espetro do Autismo; Autism Spectrum Disorders; Differentiated curriculum; Inclusive school; Education; Special Needs Education; Diferenciação Curricular; Education

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

APA (6th Edition):

Moreira, R. C. d. S. A. F. (2017). Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935

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):

Moreira, Rute Cristina dos Santos Almeida Ferreira. “Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.” 2017. Thesis, RCAAP. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935.

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

MLA Handbook (7th Edition):

Moreira, Rute Cristina dos Santos Almeida Ferreira. “Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso.” 2017. Web. 26 Jun 2019.

Vancouver:

Moreira RCdSAF. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. [Internet] [Thesis]. RCAAP; 2017. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935.

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

Council of Science Editors:

Moreira RCdSAF. Diferenciação curricular: Práticas pedagógicas e regulação das aprendizagens: Estudo de caso. [Thesis]. RCAAP; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1935

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

25. Kocour, Michelle. VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder .

Degree: 2015, California State University – San Marcos

 As the prevalence of Autism Spectrum Disorder (ASD) in children increases, it is important that art educators understand the characteristics and deficits associated with ASD… (more)

Subjects/Keywords: autism spectrum disorder; art education; inclusive education; modifications; accommodations; sensory; motor development; social skills; expressive language; receptive language; special needs; art educators; differentiation

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

APA (6th Edition):

Kocour, M. (2015). VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138832

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):

Kocour, Michelle. “VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder .” 2015. Thesis, California State University – San Marcos. Accessed June 26, 2019. http://hdl.handle.net/10211.3/138832.

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

MLA Handbook (7th Edition):

Kocour, Michelle. “VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder .” 2015. Web. 26 Jun 2019.

Vancouver:

Kocour M. VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10211.3/138832.

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

Council of Science Editors:

Kocour M. VOICES: An Art Education Curriculum Accessible for Students with Autism Spectrum Disorder . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138832

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

26. Domingues, Eduardo Jorge Esteves. As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo.

Degree: 2012, Repositório Científico Lusófona

Esta investiga��o insere-se no contexto de mudan�a em curso na escola que promove a �educa��o para todos�. O normativo e os agentes educativos s�o pe�as… (more)

Subjects/Keywords: DOUTORAMENTO EM EDUCA��O; EDUCA��O; AUTISMO; INCLUS�O ESCOLAR; NECESSIDADES EDUCATIVAS ESPECIAIS; ENSINO ESPECIAL; EDUCA��O INCLUSIVA; EDUCATION; AUTISM; SCHOOL INCLUSION; SPECIAL EDUCATIONAL NEEDS; SPECIAL TEACHING; INCLUSIVE EDUCATION

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

APA (6th Edition):

Domingues, E. J. E. (2012). As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8661

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):

Domingues, Eduardo Jorge Esteves. “As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo.” 2012. Thesis, Repositório Científico Lusófona. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8661.

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

MLA Handbook (7th Edition):

Domingues, Eduardo Jorge Esteves. “As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo.” 2012. Web. 26 Jun 2019.

Vancouver:

Domingues EJE. As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo. [Internet] [Thesis]. Repositório Científico Lusófona; 2012. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8661.

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

Council of Science Editors:

Domingues EJE. As unidades de ensino estruturado e a inclus�o de alunos com perturba��es do espetro do autismo. [Thesis]. Repositório Científico Lusófona; 2012. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8661

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

27. Guedes, Renata Wanderley. O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso.

Degree: 2015, Repositório Científico Lusófona

A Educação inclusiva tem procurado encontrar estratégias de ensino e de aprendizagem que deem uma resposta a todos os alunos, independentemente da sua condição física,… (more)

Subjects/Keywords: MESTRADO EM CIÊNCIAS DA EDUCAÇÃO; EDUCAÇÃO; EDUCAÇÃO INCLUSIVA; AUTISMO; INCLUSÃO ESCOLAR; ESTUDOS DE CASO; CRIANÇAS; BRASIL; CAMPINA GRANDE; EDUCATION; INCLUSIVE EDUCATION; AUTISM; SCHOOL INCLUSION; CASE STUDIES; CHILDREN; BRAZIL; CAMPINA GRANDE

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

APA (6th Edition):

Guedes, R. W. (2015). O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6892

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):

Guedes, Renata Wanderley. “O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso.” 2015. Thesis, Repositório Científico Lusófona. Accessed June 26, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6892.

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

MLA Handbook (7th Edition):

Guedes, Renata Wanderley. “O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso.” 2015. Web. 26 Jun 2019.

Vancouver:

Guedes RW. O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso. [Internet] [Thesis]. Repositório Científico Lusófona; 2015. [cited 2019 Jun 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6892.

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

Council of Science Editors:

Guedes RW. O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso. [Thesis]. Repositório Científico Lusófona; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6892

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

28. Silva, Núbia Pereira da. O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso.

Degree: 2016, Instituto Politécnico do Porto

Esta pesquisa trata de analisar o contributo do ensino regular no processo de educação para a inclusão de crianças autistas, através de um estudo de… (more)

Subjects/Keywords: Gestão escolar; Educação inclusiva; Espectro autista; Salas de recursos multifuncionais; School management; Inclusive education; Autism spectrum; Multifunction resource rooms; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Silva, N. P. d. (2016). O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9899

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

Chicago Manual of Style (16th Edition):

Silva, Núbia Pereira da. “O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso.” 2016. Thesis, Instituto Politécnico do Porto. Accessed June 26, 2019. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9899.

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

MLA Handbook (7th Edition):

Silva, Núbia Pereira da. “O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso.” 2016. Web. 26 Jun 2019.

Vancouver:

Silva NPd. O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso. [Internet] [Thesis]. Instituto Politécnico do Porto; 2016. [cited 2019 Jun 26]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9899.

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

Council of Science Editors:

Silva NPd. O processo de escolarização de crianças autistas no ensino regular. Um estudo de caso. [Thesis]. Instituto Politécnico do Porto; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9899

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


Michigan State University

29. Fortain, Jillian. An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. School Psychology 2015

This dissertation examines the beliefs about inclusion held by educators and parents of children with Autism(more)

Subjects/Keywords: Parents of autistic children – Michigan – Attitudes; Elementary school teachers – Michigan – Attitudes; Children with autism spectrum disorders – Education – Michigan – Public opinion; Inclusive education – Michigan – Public opinion; Mainstreaming in education – Michigan – Public opinion; Education; Special education; Psychology

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

APA (6th Edition):

Fortain, J. (2015). An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2605

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):

Fortain, Jillian. “An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder.” 2015. Thesis, Michigan State University. Accessed June 26, 2019. http://etd.lib.msu.edu/islandora/object/etd:2605.

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

MLA Handbook (7th Edition):

Fortain, Jillian. “An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder.” 2015. Web. 26 Jun 2019.

Vancouver:

Fortain J. An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Jun 26]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2605.

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

Council of Science Editors:

Fortain J. An examination of parents' and educators' beliefs about the expected academic and social outcomes of inclusion for students with autism spectrum disorder. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2605

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

30. Stoutjesdijk, Regina. Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning.

Degree: 2014, Clinical Child and Adolescent Studies, Faculty of Social and behavioural Sciences, Leiden University

 The studies described in this dissertation focus on children with emotional and behavioral disorders (EBD) in special education. It was found that poor academic performance,… (more)

Subjects/Keywords: Emotional and behavioral disorders; Special education; Family functioning; Autism spectrum disorders; Attention deficit hyperactivity disorder; Inclusive education; Emotional and behavioral disorders; Special education; Family functioning; Autism spectrum disorders; Attention deficit hyperactivity disorder; Inclusive education

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

APA (6th Edition):

Stoutjesdijk, R. (2014). Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning. (Doctoral Dissertation). Clinical Child and Adolescent Studies, Faculty of Social and behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/23005

Chicago Manual of Style (16th Edition):

Stoutjesdijk, Regina. “Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning.” 2014. Doctoral Dissertation, Clinical Child and Adolescent Studies, Faculty of Social and behavioural Sciences, Leiden University. Accessed June 26, 2019. http://hdl.handle.net/1887/23005.

MLA Handbook (7th Edition):

Stoutjesdijk, Regina. “Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning.” 2014. Web. 26 Jun 2019.

Vancouver:

Stoutjesdijk R. Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning. [Internet] [Doctoral dissertation]. Clinical Child and Adolescent Studies, Faculty of Social and behavioural Sciences, Leiden University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1887/23005.

Council of Science Editors:

Stoutjesdijk R. Children with emotional and behavioral disorders in special education: Placement, progress, and family functioning. [Doctoral Dissertation]. Clinical Child and Adolescent Studies, Faculty of Social and behavioural Sciences, Leiden University; 2014. Available from: http://hdl.handle.net/1887/23005

[1] [2]

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