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You searched for subject:(individualized education program). Showing records 1 – 26 of 26 total matches.

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California State University – Sacramento

1. Silva, Anderson. Leading my IEP: A youth voice curriculum to support student-led transitional IEPs.

Degree: 2019, California State University – Sacramento

 For transitional youth with disabilities, as defined by the Individuals with Disability Education Act (IDEA), promoting self-determination in their Individualized Education Program (IEP) meetings is… (more)

Subjects/Keywords: Self-determination theory; Special education; Individualized education program

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APA (6th Edition):

Silva, A. (2019). Leading my IEP: A youth voice curriculum to support student-led transitional IEPs. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210195

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, Anderson. “Leading my IEP: A youth voice curriculum to support student-led transitional IEPs.” 2019. Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.3/210195.

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

MLA Handbook (7th Edition):

Silva, Anderson. “Leading my IEP: A youth voice curriculum to support student-led transitional IEPs.” 2019. Web. 20 Oct 2019.

Vancouver:

Silva A. Leading my IEP: A youth voice curriculum to support student-led transitional IEPs. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.3/210195.

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

Council of Science Editors:

Silva A. Leading my IEP: A youth voice curriculum to support student-led transitional IEPs. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210195

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

2. Jacobson, Amy L. The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both.

Degree: Doctor of Education (EdD), Teaching & Learning, 2012, University of North Dakota

  This study explored the perspectives and practices of six secondary special education teachers regarding role conflicts within their profession. Ideally, special education teachers are… (more)

Subjects/Keywords: Individualized Education Program; Least Restrictive Environment; Resource Room; Secondary Special Education

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APA (6th Edition):

Jacobson, A. L. (2012). The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1354

Chicago Manual of Style (16th Edition):

Jacobson, Amy L. “The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both.” 2012. Doctoral Dissertation, University of North Dakota. Accessed October 20, 2019. https://commons.und.edu/theses/1354.

MLA Handbook (7th Edition):

Jacobson, Amy L. “The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both.” 2012. Web. 20 Oct 2019.

Vancouver:

Jacobson AL. The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2019 Oct 20]. Available from: https://commons.und.edu/theses/1354.

Council of Science Editors:

Jacobson AL. The Secondary Shuffle: Special Educators As Tutors, Teachers, Or Both. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1354

3. Perrin, Carly. Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities .

Degree: 2014, California State University – San Marcos

 The number of children being identified and classified under autism is continually increasing and more and more of these students are enrolling in schools and… (more)

Subjects/Keywords: art; Individualized Education Program Goals; Autism Spectrum Disorder

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APA (6th Edition):

Perrin, C. (2014). Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119926

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):

Perrin, Carly. “Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities .” 2014. Thesis, California State University – San Marcos. Accessed October 20, 2019. http://hdl.handle.net/10211.3/119926.

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

MLA Handbook (7th Edition):

Perrin, Carly. “Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities .” 2014. Web. 20 Oct 2019.

Vancouver:

Perrin C. Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.3/119926.

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

Council of Science Editors:

Perrin C. Meeting Individualized Education Program Goals Through the Arts for Students with Disabilities . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119926

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


Harvard University

4. Olezene, Cameron S. Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder.

Degree: Doctor of Medicine, 2017, Harvard University

Objective: Our goal was to determine if there are any socioeconomic disparities in utilization of Early Intervention, occupational, speech or behavioral therapy, Individualized Family Service… (more)

Subjects/Keywords: Autism; disparity; disparities; education; ASD; children; therapy; ifsp; iep; individualized family service plan; individualized education program

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APA (6th Edition):

Olezene, C. S. (2017). Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621241

Chicago Manual of Style (16th Edition):

Olezene, Cameron S. “Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder.” 2017. Doctoral Dissertation, Harvard University. Accessed October 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621241.

MLA Handbook (7th Edition):

Olezene, Cameron S. “Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder.” 2017. Web. 20 Oct 2019.

Vancouver:

Olezene CS. Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Oct 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621241.

Council of Science Editors:

Olezene CS. Disparities in Utilization of Therapy and Educational Services for Children With Autism Spectrum Disorder. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621241


Université de Montréal

5. Myara, Nathalie. Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention .

Degree: 2012, Université de Montréal

 La politique québécoise de l’adaptation scolaire confirme que le plan d’intervention (PI) constitue l’outil privilégié pour répondre aux besoins des élèves handicapés ou en difficulté… (more)

Subjects/Keywords: Adaptation scolaire; Efficacité; Coût; Fonction; Plan d’intervention; Élève HDAA; Cost; Fonction; Individualized education program; Special education; Function; Efficient; Individualized education plan; Learning disabilities; IEP

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APA (6th Edition):

Myara, N. (2012). Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6307

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):

Myara, Nathalie. “Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention .” 2012. Thesis, Université de Montréal. Accessed October 20, 2019. http://hdl.handle.net/1866/6307.

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

MLA Handbook (7th Edition):

Myara, Nathalie. “Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention .” 2012. Web. 20 Oct 2019.

Vancouver:

Myara N. Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention . [Internet] [Thesis]. Université de Montréal; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1866/6307.

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

Council of Science Editors:

Myara N. Cahier des charges fonctionnel pour la conception et l’évaluation des plans d’intervention . [Thesis]. Université de Montréal; 2012. Available from: http://hdl.handle.net/1866/6307

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


UCLA

6. LUELMO, PAUL. The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2018, UCLA

 This study was designed to rigorously test, using randomization, a parent-to-parent advocacy mentorship program for parents of children with ASD within a low-income, mostly Latino… (more)

Subjects/Keywords: Special education; Education; Autism; Community Participatory Research; Individualized Education Program; Individuals with disabilities education act; Parent Advocacy; Randomized Control Trial

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APA (6th Edition):

LUELMO, P. (2018). The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/719899fv

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):

LUELMO, PAUL. “The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres.” 2018. Thesis, UCLA. Accessed October 20, 2019. http://www.escholarship.org/uc/item/719899fv.

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

MLA Handbook (7th Edition):

LUELMO, PAUL. “The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres.” 2018. Web. 20 Oct 2019.

Vancouver:

LUELMO P. The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/719899fv.

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

Council of Science Editors:

LUELMO P. The Effects of A Parent-to-Parent Advocacy Program for Low-resourced Minority Parents of Children With Autism Spectrum Disorder (ASD) and Other Disabilities: Empoderando Padres. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/719899fv

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


Liberty University

7. Andrews, Cheryl J. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe how special education teachers view their self-efficacy for teaching ED students and manage classroom tasks… (more)

Subjects/Keywords: Emotional Disorder; Functional Behavioral Assessment; Individualized Education Program; Self-contained Setting; Self-efficacy; Education; Special Education and Teaching

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APA (6th Edition):

Andrews, C. J. (2019). Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2091

Chicago Manual of Style (16th Edition):

Andrews, Cheryl J. “Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.” 2019. Doctoral Dissertation, Liberty University. Accessed October 20, 2019. https://digitalcommons.liberty.edu/doctoral/2091.

MLA Handbook (7th Edition):

Andrews, Cheryl J. “Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.” 2019. Web. 20 Oct 2019.

Vancouver:

Andrews CJ. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 20]. Available from: https://digitalcommons.liberty.edu/doctoral/2091.

Council of Science Editors:

Andrews CJ. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2091

8. Gross, Trudy Ruth. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of… (more)

Subjects/Keywords: autism; high school; individualized education program; intellectual disability; self-determination; transition planning; Special Education and Teaching

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APA (6th Edition):

Gross, T. R. (2017). The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/344

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):

Gross, Trudy Ruth. “The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.” 2017. Thesis, University of San Francisco. Accessed October 20, 2019. https://repository.usfca.edu/diss/344.

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

MLA Handbook (7th Edition):

Gross, Trudy Ruth. “The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.” 2017. Web. 20 Oct 2019.

Vancouver:

Gross TR. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Oct 20]. Available from: https://repository.usfca.edu/diss/344.

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

Council of Science Editors:

Gross TR. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/344

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


Seton Hall University

9. Pasternak, Steven. IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The purpose of this study was to explore the decision-making processes of Individual Education Program team members, who are responsible for making accommodation decisions… (more)

Subjects/Keywords: Learning Disability; Accommodations; Modifications; Individualized Education Program team Members; IDEA; § 504; Americans with Disabilities Act.; Special Education Administration

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APA (6th Edition):

Pasternak, S. (2017). IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2496

Chicago Manual of Style (16th Edition):

Pasternak, Steven. “IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey.” 2017. Doctoral Dissertation, Seton Hall University. Accessed October 20, 2019. http://scholarship.shu.edu/dissertations/2496.

MLA Handbook (7th Edition):

Pasternak, Steven. “IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey.” 2017. Web. 20 Oct 2019.

Vancouver:

Pasternak S. IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Oct 20]. Available from: http://scholarship.shu.edu/dissertations/2496.

Council of Science Editors:

Pasternak S. IEP Team Decision Making Process for Accommodations in Bergen County, New Jersey. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2496


Eastern Illinois University

10. Parker, Kristina S. Kroeker. An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments.

Degree: Specialist in School Psychology, Psychology, 1997, Eastern Illinois University

  Legislation of the 1970's and 80's mandated parental involvement in the development of special education plans for children with disabilities. The literature has indicated… (more)

Subjects/Keywords: Individualized Education Program; School Psychology; Special Education and Teaching

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APA (6th Edition):

Parker, K. S. K. (1997). An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/1843

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):

Parker, Kristina S Kroeker. “An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments.” 1997. Thesis, Eastern Illinois University. Accessed October 20, 2019. https://thekeep.eiu.edu/theses/1843.

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

MLA Handbook (7th Edition):

Parker, Kristina S Kroeker. “An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments.” 1997. Web. 20 Oct 2019.

Vancouver:

Parker KSK. An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments. [Internet] [Thesis]. Eastern Illinois University; 1997. [cited 2019 Oct 20]. Available from: https://thekeep.eiu.edu/theses/1843.

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

Council of Science Editors:

Parker KSK. An Analysis of Parental Involvement at IEP Conferences for Students with Hearing Impairments. [Thesis]. Eastern Illinois University; 1997. Available from: https://thekeep.eiu.edu/theses/1843

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


Northeastern University

11. Cook, Jorene. How schools and school systems respond to students with dyslexia and their families: a qualitative study.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this qualitative study was to examine how schools and school systems support students with dyslexia and their families in schools located in… (more)

Subjects/Keywords: dyslexia; individualized education program; Individuals with Disabilities Act; response to intervention; teacher knowledge; tier I instruction; tier II/III intervention

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APA (6th Edition):

Cook, J. (2017). How schools and school systems respond to students with dyslexia and their families: a qualitative study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20255983

Chicago Manual of Style (16th Edition):

Cook, Jorene. “How schools and school systems respond to students with dyslexia and their families: a qualitative study.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/D20255983.

MLA Handbook (7th Edition):

Cook, Jorene. “How schools and school systems respond to students with dyslexia and their families: a qualitative study.” 2017. Web. 20 Oct 2019.

Vancouver:

Cook J. How schools and school systems respond to students with dyslexia and their families: a qualitative study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/D20255983.

Council of Science Editors:

Cook J. How schools and school systems respond to students with dyslexia and their families: a qualitative study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20255983


George Mason University

12. Thompson, Catherine Creighton. What do Parents with Children who have Autism Think? .

Degree: 2014, George Mason University

 The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding… (more)

Subjects/Keywords: Special education; Teacher education; Education policy; Autism; Evidence based Practices (EBP); Individualized Educaiton Program (IEP); parent education; Parents perspectives; Research based practices

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APA (6th Edition):

Thompson, C. C. (2014). What do Parents with Children who have Autism Think? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8861

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):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Thesis, George Mason University. Accessed October 20, 2019. http://hdl.handle.net/1920/8861.

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

MLA Handbook (7th Edition):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Web. 20 Oct 2019.

Vancouver:

Thompson CC. What do Parents with Children who have Autism Think? . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1920/8861.

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

Council of Science Editors:

Thompson CC. What do Parents with Children who have Autism Think? . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8861

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

13. Sanders, Margaret Ann Roden. A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities.

Degree: PhD, Special Education, 2010, Texas Woman's University

 The objective of this study was to investigate the attendance patterns of parents and students at IEP/transition meetings where transition plans for students with disabilities… (more)

Subjects/Keywords: Education; Attendance at IEP meetings; IEP meeting; Individualized Education Program; Special education; Student attendance at IEP meetings; Students with disabilities; Transition; School administration; Parent participation; Student participation; Disabled students

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APA (6th Edition):

Sanders, M. A. R. (2010). A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10581

Chicago Manual of Style (16th Edition):

Sanders, Margaret Ann Roden. “A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed October 20, 2019. http://hdl.handle.net/11274/10581.

MLA Handbook (7th Edition):

Sanders, Margaret Ann Roden. “A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities.” 2010. Web. 20 Oct 2019.

Vancouver:

Sanders MAR. A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11274/10581.

Council of Science Editors:

Sanders MAR. A comparative investigation of parent and student attendance at IEP/transition meetings for students with disabilities. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/10581


Liberty University

14. Graves, Lucheia. The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates.

Degree: 2018, Liberty University

 The inclusion of students with learning disabilities, emotional disturbances, and other health impairments in general education classrooms is mandated by the Individuals with Disabilities Education(more)

Subjects/Keywords: Attendance; Emotional Disturbance; Inclusion Classroom; Individualized Education Program; Learning Disability Referrals; Curriculum and Social Inquiry; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

Graves, L. (2018). The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1799

Chicago Manual of Style (16th Edition):

Graves, Lucheia. “The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates.” 2018. Doctoral Dissertation, Liberty University. Accessed October 20, 2019. https://digitalcommons.liberty.edu/doctoral/1799.

MLA Handbook (7th Edition):

Graves, Lucheia. “The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates.” 2018. Web. 20 Oct 2019.

Vancouver:

Graves L. The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 20]. Available from: https://digitalcommons.liberty.edu/doctoral/1799.

Council of Science Editors:

Graves L. The Impact of Refusal of Accommodations by High School Students with Learning Disabilities, Emotional Disturbance, or Other Health Impairment on Their Attendance and Discipline Referral Rates. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1799


California State University – Sacramento

15. King, Catherine Ann. A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP.

Degree: MA, Education (Special Education, 2010, California State University – Sacramento

 Creating educationally useful and legally defensible Individualized Education Program (IEP) documents is one of the main skills demanded of special education services providers. Through periodic… (more)

Subjects/Keywords: Kindergarten - Third Grade; Special education; IEP goals and objectives; Individualized Education Program; English and language arts; Due process review of IEPs; Procedural and substantive due process

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APA (6th Edition):

King, C. A. (2010). A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/360

Chicago Manual of Style (16th Edition):

King, Catherine Ann. “A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.9/360.

MLA Handbook (7th Edition):

King, Catherine Ann. “A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP.” 2010. Web. 20 Oct 2019.

Vancouver:

King CA. A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.9/360.

Council of Science Editors:

King CA. A goal bank for students with mild-moderate cognitive disabilities and developmental delays: creating a legally defensible and educationally useful IEP. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/360

16. Motaln, Mojca. Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami.

Degree: 2018, Univerza v Mariboru

V magistrskem delu uvodoma opredelimo pojme, značilnosti, usmerjanje, programe in individualiziran program otrok z avtističnimi motnjami. Namen raziskovalnega dela je proučiti, kako se otroci z… (more)

Subjects/Keywords: avtistične motnje; usmerjanje; enakovredni izobrazbeni standard; nižji izobrazbeni standard; individualizirani program; prilagoditve; Autistic Spectrum Disorders (ASD); streaming; equivalent education standard; lower education standard; individualized educational program; adjustments; info:eu-repo/classification/udc/376:616.896-053.2(043.2)

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APA (6th Edition):

Motaln, M. (2018). Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=71235 ; https://dk.um.si/Dokument.php?id=126846&dn= ; https://plus.si.cobiss.net/opac7/bib/24040456?lang=sl

Chicago Manual of Style (16th Edition):

Motaln, Mojca. “Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami.” 2018. Masters Thesis, Univerza v Mariboru. Accessed October 20, 2019. https://dk.um.si/IzpisGradiva.php?id=71235 ; https://dk.um.si/Dokument.php?id=126846&dn= ; https://plus.si.cobiss.net/opac7/bib/24040456?lang=sl.

MLA Handbook (7th Edition):

Motaln, Mojca. “Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami.” 2018. Web. 20 Oct 2019.

Vancouver:

Motaln M. Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami. [Internet] [Masters thesis]. Univerza v Mariboru; 2018. [cited 2019 Oct 20]. Available from: https://dk.um.si/IzpisGradiva.php?id=71235 ; https://dk.um.si/Dokument.php?id=126846&dn= ; https://plus.si.cobiss.net/opac7/bib/24040456?lang=sl.

Council of Science Editors:

Motaln M. Prehajanje med osnovnošolskimi programi za otroke z avtističnimi motnjami. [Masters Thesis]. Univerza v Mariboru; 2018. Available from: https://dk.um.si/IzpisGradiva.php?id=71235 ; https://dk.um.si/Dokument.php?id=126846&dn= ; https://plus.si.cobiss.net/opac7/bib/24040456?lang=sl

17. Bryant, Carletta L. "What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?".

Degree: PhD, Educational Leadership, 2014, Miami University

 ABTRACTIn this study, I conducted a phenomenological narrative inquiry intended to describe and comprehend ten parents’ experience during their child’s Individualized Education Program (IEP) who… (more)

Subjects/Keywords: Special Education; Education; IEP, Parents stories, IEP experience, special education, individualized education program

…missing voice in our understanding of the individualized education program (IEP)… …review of the history of the Individualized Education Program (IEP) and what… …Parents have always been viewed as members of the Individualized Education Program since its… …decisions regarding the individualized education plan in the best interest of that child. Thus, to… …disempowered them? 7 Power in the individualized educational program. The most important… 

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APA (6th Edition):

Bryant, C. L. (2014). "What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?". (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406751699

Chicago Manual of Style (16th Edition):

Bryant, Carletta L. “"What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?".” 2014. Doctoral Dissertation, Miami University. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406751699.

MLA Handbook (7th Edition):

Bryant, Carletta L. “"What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?".” 2014. Web. 20 Oct 2019.

Vancouver:

Bryant CL. "What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?". [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406751699.

Council of Science Editors:

Bryant CL. "What Do Parents' Narratives Reveal About Their Experience With Their Child's IEP?". [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406751699


SUNY College at Brockport

18. Benninger, Kathryn. Perceptions of Student Involvement in the Construction of their own IEP' s.

Degree: MSEd, Education and Human Development, 2005, SUNY College at Brockport

  Based on the fact that students are often not included in the construction of their own Individualized Education Program (IEP) goals and objectives, the… (more)

Subjects/Keywords: thesis; Individualized Education Program; IEP; children with disabilities; special education; Education; Special Education and Teaching

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APA (6th Edition):

Benninger, K. (2005). Perceptions of Student Involvement in the Construction of their own IEP' s. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/722

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):

Benninger, Kathryn. “Perceptions of Student Involvement in the Construction of their own IEP' s.” 2005. Thesis, SUNY College at Brockport. Accessed October 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/722.

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

MLA Handbook (7th Edition):

Benninger, Kathryn. “Perceptions of Student Involvement in the Construction of their own IEP' s.” 2005. Web. 20 Oct 2019.

Vancouver:

Benninger K. Perceptions of Student Involvement in the Construction of their own IEP' s. [Internet] [Thesis]. SUNY College at Brockport; 2005. [cited 2019 Oct 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/722.

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

Council of Science Editors:

Benninger K. Perceptions of Student Involvement in the Construction of their own IEP' s. [Thesis]. SUNY College at Brockport; 2005. Available from: https://digitalcommons.brockport.edu/ehd_theses/722

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

19. Draksler, Maša. Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami.

Degree: 2018, Univerza v Mariboru

Magistrska naloga Sodelovanje vzgojiteljic pri pripravi in izvajanju individualnega programa otrok s posebnimi potrebami, v teoretičnem delu posega v inkluzivno vzgojo in izobraževanje otrok s… (more)

Subjects/Keywords: inkluzija; inkluzivna vzgoja; vrtec; zakoni; individualiziran program; predšolski otroci s posebnimi potrebami; vzgojitelji/ce.; inclusion; inclusive education; kindergarten; laws; individualized program; pre-school children with special needs; kindergarten teachers.; info:eu-repo/classification/udc/373.2:376(043.2)

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APA (6th Edition):

Draksler, M. (2018). Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=70942 ; https://dk.um.si/Dokument.php?id=125998&dn= ; https://plus.si.cobiss.net/opac7/bib/23990792?lang=sl

Chicago Manual of Style (16th Edition):

Draksler, Maša. “Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami.” 2018. Masters Thesis, Univerza v Mariboru. Accessed October 20, 2019. https://dk.um.si/IzpisGradiva.php?id=70942 ; https://dk.um.si/Dokument.php?id=125998&dn= ; https://plus.si.cobiss.net/opac7/bib/23990792?lang=sl.

MLA Handbook (7th Edition):

Draksler, Maša. “Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami.” 2018. Web. 20 Oct 2019.

Vancouver:

Draksler M. Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami. [Internet] [Masters thesis]. Univerza v Mariboru; 2018. [cited 2019 Oct 20]. Available from: https://dk.um.si/IzpisGradiva.php?id=70942 ; https://dk.um.si/Dokument.php?id=125998&dn= ; https://plus.si.cobiss.net/opac7/bib/23990792?lang=sl.

Council of Science Editors:

Draksler M. Sodelovanje vzgojiteljic pri pripravi in izvajanju individualiziranega programa otrok s posebnimi potrebami. [Masters Thesis]. Univerza v Mariboru; 2018. Available from: https://dk.um.si/IzpisGradiva.php?id=70942 ; https://dk.um.si/Dokument.php?id=125998&dn= ; https://plus.si.cobiss.net/opac7/bib/23990792?lang=sl

20. Richman, Taylor David. Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.

Degree: PhD, 2015, University of Washington

 Parental participation in Individualized Education Program (IEP) team meetings has been a contested topic since the enactment of federal law granting parents of students with… (more)

Subjects/Keywords: Disability; Education; Emotional/Behavioral Disabilitie; Individualized Education Program; Multicultural Education; Special Education; Education; Special education; Multicultural education; education - seattle

Individualized education program. An IEP is a written document that describes a student’s present… …Individualized Education Program (IEP) team has convened. The team’s task at this meeting is… …155 vi Glossary of Special Education Acronyms and Terms IDEA: The Individuals with… …Disabilities Education Act. IDEA was originally passed by Congress in 1975 as The Education for All… …guarantees that all students with disabilities will receive an appropriate education and be… 

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APA (6th Edition):

Richman, T. D. (2015). Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33139

Chicago Manual of Style (16th Edition):

Richman, Taylor David. “Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.” 2015. Doctoral Dissertation, University of Washington. Accessed October 20, 2019. http://hdl.handle.net/1773/33139.

MLA Handbook (7th Edition):

Richman, Taylor David. “Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities.” 2015. Web. 20 Oct 2019.

Vancouver:

Richman TD. Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1773/33139.

Council of Science Editors:

Richman TD. Decision-Making in Special Education: A Structuration Analysis of Individualized Education Program Meetings for Students with Emotional/Behavioral Disabilities. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33139


California State University – Northridge

21. Serrano, Jessica. Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools.

Degree: MS, Department of Educational Psychology and Counseling., 6, California State University – Northridge

 The purpose of this project was to develop a workshop for parents with elementary and middle school age children who have a learning disability. With… (more)

Subjects/Keywords: Individualized Education Program (IEP); Dissertations, Academic  – CSUN  – Education  – Educational Psychology and Counseling  – School Counseling.

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APA (6th Edition):

Serrano, J. (6). Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/171730

Chicago Manual of Style (16th Edition):

Serrano, Jessica. “Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools.” 6. Masters Thesis, California State University – Northridge. Accessed October 20, 2019. http://hdl.handle.net/10211.3/171730.

MLA Handbook (7th Edition):

Serrano, Jessica. “Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools.” 6. Web. 20 Oct 2019.

Vancouver:

Serrano J. Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools. [Internet] [Masters thesis]. California State University – Northridge; 6. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.3/171730.

Council of Science Editors:

Serrano J. Learning About Learning: A Learning Disabilities Workshop for Parents with Children in Elementary and Middle Schools. [Masters Thesis]. California State University – Northridge; 6. Available from: http://hdl.handle.net/10211.3/171730


University of Florida

22. Forbes, Megan J. Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2012, University of Florida

 The purpose of this study was to establish an accepted skill set, knowledge base, and overview of personal qualities necessary to be a director of… (more)

Subjects/Keywords: College students; Curriculum evaluation; Delphi method; Educational administration; Educational evaluation; English as a second language; Individualized education programs; Knowledge; Universities; University administration; delphi  – director  – english  – iep  – intensive  – knowledge  – personal  – program  – qualities  – skills  – uciep

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APA (6th Edition):

Forbes, M. J. (2012). Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045032

Chicago Manual of Style (16th Edition):

Forbes, Megan J. “Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs.” 2012. Doctoral Dissertation, University of Florida. Accessed October 20, 2019. http://ufdc.ufl.edu/UFE0045032.

MLA Handbook (7th Edition):

Forbes, Megan J. “Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs.” 2012. Web. 20 Oct 2019.

Vancouver:

Forbes MJ. Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 20]. Available from: http://ufdc.ufl.edu/UFE0045032.

Council of Science Editors:

Forbes MJ. Establishing an Accepted Skill Set and Knowledge Base for Directors of University and College Intensive English Programs. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0045032


Virginia Tech

23. Shumate, Carolynn Bissett. Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would… (more)

Subjects/Keywords: Students with Disabilities; Discipline Problems; Strategies and Supports; Individualized Education Program (IEP); Behavioral Intervention Plans; Special Education Students; Individuals with Disabilities Education Act 1997 (

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APA (6th Edition):

Shumate, C. B. (2002). Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30141

Chicago Manual of Style (16th Edition):

Shumate, Carolynn Bissett. “Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000.” 2002. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/30141.

MLA Handbook (7th Edition):

Shumate, Carolynn Bissett. “Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000.” 2002. Web. 20 Oct 2019.

Vancouver:

Shumate CB. Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/30141.

Council of Science Editors:

Shumate CB. Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/30141

24. Dowell, Richard Marshall. School Administrator Impact Upon Physical Restraints in Public Schools.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2014, Youngstown State University

 The purpose of a physical restraint is to control the behavior of a student. It can involve physically holding a person immobile against his or… (more)

Subjects/Keywords: Educational Leadership; Physical restraint; Individualized education program; Mechanical restraint; Chemical restraint, Seclusion; Special education; Leadership; Training; Least restrictive environment

…Providing an individualized education program for students with disabilities; x Placing students… …Special Education, 1999, p. 124). 12 Individualized Education Program (IEP)… …education program required under section 614(d)” (IDEA Amendments of 2004, Section… …program (IEP) spelling out specific special education and related services to be… …Size 9. Special Education Students Served 10. Average Number of Physical Restraints per Month… 

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APA (6th Edition):

Dowell, R. M. (2014). School Administrator Impact Upon Physical Restraints in Public Schools. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916

Chicago Manual of Style (16th Edition):

Dowell, Richard Marshall. “School Administrator Impact Upon Physical Restraints in Public Schools.” 2014. Doctoral Dissertation, Youngstown State University. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

MLA Handbook (7th Edition):

Dowell, Richard Marshall. “School Administrator Impact Upon Physical Restraints in Public Schools.” 2014. Web. 20 Oct 2019.

Vancouver:

Dowell RM. School Administrator Impact Upon Physical Restraints in Public Schools. [Internet] [Doctoral dissertation]. Youngstown State University; 2014. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

Council of Science Editors:

Dowell RM. School Administrator Impact Upon Physical Restraints in Public Schools. [Doctoral Dissertation]. Youngstown State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916


Seton Hall University

25. Piermarini, Ernest J. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2001, Seton Hall University

. Advisors/Committee Members: Joseph V. DePierro, Anthony J. Colella, Carol Boyle.

Subjects/Keywords: Education; Walter Panas High School Individualized Senior Experience; Program evaluation; Internship; Career development; School-to-Work; Curriculum and Instruction; Secondary Education and Teaching

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APA (6th Edition):

Piermarini, E. J. (2001). An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/200

Chicago Manual of Style (16th Edition):

Piermarini, Ernest J. “An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).” 2001. Doctoral Dissertation, Seton Hall University. Accessed October 20, 2019. http://scholarship.shu.edu/dissertations/200.

MLA Handbook (7th Edition):

Piermarini, Ernest J. “An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise).” 2001. Web. 20 Oct 2019.

Vancouver:

Piermarini EJ. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Oct 20]. Available from: http://scholarship.shu.edu/dissertations/200.

Council of Science Editors:

Piermarini EJ. An Evaluative Study Of The Walter Panas High School Individualized Senior Experience Program (Wise). [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/200

26. Douvikas, Vicki Lynn. Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this research study was to determine program effectiveness and how the implementation of a tiered model of instruction (RtI) impacted student achievement… (more)

Subjects/Keywords: balanced literacy; data driven decision making; differentiation; professional learning communities; program implementation; response to intervention; Reading (Primary); Remedial teaching; Response to intervention (Learning disabled children); Evaluation; Second grade (Education); Decision making; Individualized instruction; Decision making; Literacy; Evaluation; Academic achievement; Elementary school teachers; In-service training

…administrators, central office staff, program funders, school counselors, and special education… …initiated through the reauthorization of the Elementary and Secondary Education Act in 2001, also… …known in the field of education as The No Child Left Behind Act, 2001 (NCLB)… …growth in reading and mathematics. NCLB and the Individuals with Disabilities Education… …special education. Response to Intervention also provides teachers with assessment tools to… 

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APA (6th Edition):

Douvikas, V. L. (2015). Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194481

Chicago Manual of Style (16th Edition):

Douvikas, Vicki Lynn. “Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/D20194481.

MLA Handbook (7th Edition):

Douvikas, Vicki Lynn. “Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation.” 2015. Web. 20 Oct 2019.

Vancouver:

Douvikas VL. Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/D20194481.

Council of Science Editors:

Douvikas VL. Teachers' perceptions of the implementation of a tiered model of instruction to raise student achievement in second grade classrooms; Teachers' perceptions of the implementation of a tiered response to instruction to raise student achievement in second grade classrooms: a formative program evaluation; a formative program evaluation. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194481

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