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You searched for subject:(diversity of disabilities). Showing records 1 – 8 of 8 total matches.

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McMaster University

1. Pyke, Charlotte. Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons.

Degree: MA, 2019, McMaster University

The opinions and expertise of disabled people are often absent from emergency preparedness planning. As a result, when emergencies occur disabled people’s needs may go… (more)

Subjects/Keywords: Disability; Emergency Preparedness; disaster; Inclusion; inclusive emergency planning; diversity of disabilities

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

APA (6th Edition):

Pyke, C. (2019). Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/24602

Chicago Manual of Style (16th Edition):

Pyke, Charlotte. “Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons.” 2019. Masters Thesis, McMaster University. Accessed November 15, 2019. http://hdl.handle.net/11375/24602.

MLA Handbook (7th Edition):

Pyke, Charlotte. “Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons.” 2019. Web. 15 Nov 2019.

Vancouver:

Pyke C. Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons. [Internet] [Masters thesis]. McMaster University; 2019. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/11375/24602.

Council of Science Editors:

Pyke C. Planning for Inclusion? An Assessment of Ontario's Emergency Preparedness Guide for Disabled Persons. [Masters Thesis]. McMaster University; 2019. Available from: http://hdl.handle.net/11375/24602


Jönköping University

2. Bohman, Sarah; Carlzon, Fredrika. Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers.

Degree: Business Administration, 2013, Jönköping University

  Sustainability is gaining increased attention both in media and academia. However, the social aspect of the concept is underdeveloped. One can describe social sustainability… (more)

Subjects/Keywords: Social Sustainability; Sustainability; Employment of PWDs; PWDs; Diversity; Disabilities; Max Burgers; Economics and Business; Ekonomi och näringsliv

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APA (6th Edition):

Bohman, Sarah; Carlzon, F. (2013). Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21267

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):

Bohman, Sarah; Carlzon, Fredrika. “Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers.” 2013. Thesis, Jönköping University. Accessed November 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21267.

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

MLA Handbook (7th Edition):

Bohman, Sarah; Carlzon, Fredrika. “Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers.” 2013. Web. 15 Nov 2019.

Vancouver:

Bohman, Sarah; Carlzon F. Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers. [Internet] [Thesis]. Jönköping University; 2013. [cited 2019 Nov 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21267.

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

Council of Science Editors:

Bohman, Sarah; Carlzon F. Reaching Social Sustainability through Employment of People with Disabilities : A case study of Max Burgers. [Thesis]. Jönköping University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21267

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


University of South Africa

3. Cotterell, Elize Marcella. The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study.

Degree: 2015, University of South Africa

 Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced… (more)

Subjects/Keywords: Learning disabilities; Inclusive education; Independent schools; Western Cape; Parents of learners; Department of Education guidelines; Learner diversity; Individualized assessment; Individualized support; Teaching strategies

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

APA (6th Edition):

Cotterell, E. M. (2015). The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21554

Chicago Manual of Style (16th Edition):

Cotterell, Elize Marcella. “The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study.” 2015. Masters Thesis, University of South Africa. Accessed November 15, 2019. http://hdl.handle.net/10500/21554.

MLA Handbook (7th Edition):

Cotterell, Elize Marcella. “The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study.” 2015. Web. 15 Nov 2019.

Vancouver:

Cotterell EM. The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10500/21554.

Council of Science Editors:

Cotterell EM. The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21554

4. Wood, Louisa Bancroft. Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model.

Degree: 2016, University of California – eScholarship, University of California

 Nearly one in five children in the United States has a special healthcare need and/or disability today. Families of children and youth with special needs… (more)

Subjects/Keywords: Special education; Education; Comprehensive Primary Medical Care; Cultural and Linguistic Diversity; Disabilities and Special Healthcare Needs; Medical Home Model of Care; Parent to Parent Family Support; Peer Support

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

APA (6th Edition):

Wood, L. B. (2016). Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/4pz6w1hq

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):

Wood, Louisa Bancroft. “Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model.” 2016. Thesis, University of California – eScholarship, University of California. Accessed November 15, 2019. http://www.escholarship.org/uc/item/4pz6w1hq.

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

MLA Handbook (7th Edition):

Wood, Louisa Bancroft. “Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model.” 2016. Web. 15 Nov 2019.

Vancouver:

Wood LB. Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 Nov 15]. Available from: http://www.escholarship.org/uc/item/4pz6w1hq.

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

Council of Science Editors:

Wood LB. Parent-to-parent peer support for diverse low-income families of children with disabilities: A qualitative interview study of a self-help program as part of a medical home model. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/4pz6w1hq

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


University of Manchester

5. Scott, Hannah Jeanne. Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties.

Degree: PhD, 2012, University of Manchester

 Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to… (more)

Subjects/Keywords: 371.9; Inclusive education, valuing student diversity, student voice, further education, students with learning difficulties/disabilities, collaborative research, cooperative inquiry, co-researchers, social model of disability, multiple intelligences theory, empowerment, relationships of trust and co-ownership.

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

APA (6th Edition):

Scott, H. J. (2012). Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634831

Chicago Manual of Style (16th Edition):

Scott, Hannah Jeanne. “Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties.” 2012. Doctoral Dissertation, University of Manchester. Accessed November 15, 2019. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634831.

MLA Handbook (7th Edition):

Scott, Hannah Jeanne. “Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties.” 2012. Web. 15 Nov 2019.

Vancouver:

Scott HJ. Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Nov 15]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634831.

Council of Science Editors:

Scott HJ. Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634831


University of Manchester

6. Scott, Hannah Jeanne. Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties.

Degree: 2012, University of Manchester

 Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to… (more)

Subjects/Keywords: Inclusive education; valuing student diversity; student voice; further education; students with learning difficulties/disabilities; collaborative research; cooperative inquiry; co-researchers; social model of disability; multiple intelligences theory; empowerment; relationships of trust and co-ownership.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, H. J. (2012). Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:153759

Chicago Manual of Style (16th Edition):

Scott, Hannah Jeanne. “Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties.” 2012. Doctoral Dissertation, University of Manchester. Accessed November 15, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:153759.

MLA Handbook (7th Edition):

Scott, Hannah Jeanne. “Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties.” 2012. Web. 15 Nov 2019.

Vancouver:

Scott HJ. Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Nov 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:153759.

Council of Science Editors:

Scott HJ. Breaking silences through collaborative actions: exploring ways to empower students with learning difficulties. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:153759

7. Ghanem, Hiba. La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?.

Degree: Docteur es, Sciences de l'éducation, 2019, Lyon; Université Libanaise. Faculté de Droit et des Sciences Politiques et Administratives (Beyrouth, Liban)

Dans un contexte social et scolaire qui se veut inclusif, nombre de facteurs font entrave à un processus de scolarisation de qualité pour les enfants… (more)

Subjects/Keywords: Représentations sociales; Pratiques passives acceptantes; Enfants en situation de handicap; Enseignant; Essentialisation; Normes sociales et scolaires; Éthique d’acceptation; Diversité; Reconnaissance; École inclusive; Social representations; Accepting passive practices; Schooling of children with disabilities; Essentialization; Social and school norms; Ethics of acceptance; Teacher; Diversity; Recognition; Inclusive Education; 371.9

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

APA (6th Edition):

Ghanem, H. (2019). La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?. (Doctoral Dissertation). Lyon; Université Libanaise. Faculté de Droit et des Sciences Politiques et Administratives (Beyrouth, Liban). Retrieved from http://www.theses.fr/2019LYSE2016

Chicago Manual of Style (16th Edition):

Ghanem, Hiba. “La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?.” 2019. Doctoral Dissertation, Lyon; Université Libanaise. Faculté de Droit et des Sciences Politiques et Administratives (Beyrouth, Liban). Accessed November 15, 2019. http://www.theses.fr/2019LYSE2016.

MLA Handbook (7th Edition):

Ghanem, Hiba. “La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?.” 2019. Web. 15 Nov 2019.

Vancouver:

Ghanem H. La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?. [Internet] [Doctoral dissertation]. Lyon; Université Libanaise. Faculté de Droit et des Sciences Politiques et Administratives (Beyrouth, Liban); 2019. [cited 2019 Nov 15]. Available from: http://www.theses.fr/2019LYSE2016.

Council of Science Editors:

Ghanem H. La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ? : Schooling of children with disabilities in primary schools in Lebanon : what representations for what teachers’ practices?. [Doctoral Dissertation]. Lyon; Université Libanaise. Faculté de Droit et des Sciences Politiques et Administratives (Beyrouth, Liban); 2019. Available from: http://www.theses.fr/2019LYSE2016


Universidade do Minho

8. Silva, Albertina de Jesus Martins. Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes .

Degree: 2013, Universidade do Minho

 No âmbito da compreensão da leitura, a estratégia denominada de “mapeamento de histórias”, examinada ao longo de vários estudos, mostrou consistentemente a sua eficácia junto… (more)

Subjects/Keywords: Dificuldades de aprendizagem específicas na leitura - dislexia; Necessidades educativas especiais; Modelo de atendimento à diversidade; Mapeamento de histórias; Specific learning disabilities in de reading - dyslexia; Special need education; Model of treatment for diversity; Story mapping

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

APA (6th Edition):

Silva, A. d. J. M. (2013). Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/25971

Chicago Manual of Style (16th Edition):

Silva, Albertina de Jesus Martins. “Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes .” 2013. Masters Thesis, Universidade do Minho. Accessed November 15, 2019. http://hdl.handle.net/1822/25971.

MLA Handbook (7th Edition):

Silva, Albertina de Jesus Martins. “Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes .” 2013. Web. 15 Nov 2019.

Vancouver:

Silva AdJM. Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes . [Internet] [Masters thesis]. Universidade do Minho; 2013. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1822/25971.

Council of Science Editors:

Silva AdJM. Dificuldades de aprendizagem específicas na leitura : um estudo de Single-subject design sobre práticas eficazes . [Masters Thesis]. Universidade do Minho; 2013. Available from: http://hdl.handle.net/1822/25971

.