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Virginia Tech
1. Li, Songze. K-12 STEM Educators and the Inclusive Classroom.
Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/81252
Subjects/Keywords: STEM education; students with disabilities (SWD); Limited English Proficiency (LEP); teacher professional development; teacher satisfaction and retention; School and Staffing Survey Teacher Questionnaire (SASS TQ); Logistic regression
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Li, S. (2016). K-12 STEM Educators and the Inclusive Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81252
Chicago Manual of Style (16th Edition):
Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 05, 2021. http://hdl.handle.net/10919/81252.
MLA Handbook (7th Edition):
Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Web. 05 Mar 2021.
Vancouver:
Li S. K-12 STEM Educators and the Inclusive Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10919/81252.
Council of Science Editors:
Li S. K-12 STEM Educators and the Inclusive Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81252
2. Harrell, Ewodaghe O. Constructing Disability: Students with Disability Navigating Post-Secondary Institutions.
Degree: School of Public Health, 2017, Brown University
URL: https://repository.library.brown.edu/studio/item/bdr:733354/
Subjects/Keywords: Students with disabilities
Record Details
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APA (6th Edition):
Harrell, E. O. (2017). Constructing Disability: Students with Disability Navigating Post-Secondary Institutions. (Thesis). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:733354/
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):
Harrell, Ewodaghe O. “Constructing Disability: Students with Disability Navigating Post-Secondary Institutions.” 2017. Thesis, Brown University. Accessed March 05, 2021. https://repository.library.brown.edu/studio/item/bdr:733354/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harrell, Ewodaghe O. “Constructing Disability: Students with Disability Navigating Post-Secondary Institutions.” 2017. Web. 05 Mar 2021.
Vancouver:
Harrell EO. Constructing Disability: Students with Disability Navigating Post-Secondary Institutions. [Internet] [Thesis]. Brown University; 2017. [cited 2021 Mar 05]. Available from: https://repository.library.brown.edu/studio/item/bdr:733354/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harrell EO. Constructing Disability: Students with Disability Navigating Post-Secondary Institutions. [Thesis]. Brown University; 2017. Available from: https://repository.library.brown.edu/studio/item/bdr:733354/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3. Fikse, Heidi. Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities .
Degree: 2012, California State University – San Marcos
URL: http://hdl.handle.net/10211.8/200
Subjects/Keywords: Transition; Students with Disabilities; Portfolios
Record Details
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APA (6th Edition):
Fikse, H. (2012). Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/200
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):
Fikse, Heidi. “Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities .” 2012. Thesis, California State University – San Marcos. Accessed March 05, 2021. http://hdl.handle.net/10211.8/200.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fikse, Heidi. “Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities .” 2012. Web. 05 Mar 2021.
Vancouver:
Fikse H. Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.8/200.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fikse H. Using Portfolios as a Resource to Support Transition into Post-Secondary Programs for Students with Disabilities . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/200
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Sacramento
4. Martinez, Julie Elizabeth. A resource guide for students with disabilities transitioning into a community college.
Degree: MS, Counseling (Vocational Rehabilitation, 2017, California State University – Sacramento
URL: http://hdl.handle.net/10211.3/194226
Subjects/Keywords: Students with disabilities; Student services
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Martinez, J. E. (2017). A resource guide for students with disabilities transitioning into a community college. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194226
Chicago Manual of Style (16th Edition):
Martinez, Julie Elizabeth. “A resource guide for students with disabilities transitioning into a community college.” 2017. Masters Thesis, California State University – Sacramento. Accessed March 05, 2021. http://hdl.handle.net/10211.3/194226.
MLA Handbook (7th Edition):
Martinez, Julie Elizabeth. “A resource guide for students with disabilities transitioning into a community college.” 2017. Web. 05 Mar 2021.
Vancouver:
Martinez JE. A resource guide for students with disabilities transitioning into a community college. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/194226.
Council of Science Editors:
Martinez JE. A resource guide for students with disabilities transitioning into a community college. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/194226
University of Southern California
5. Francis, Chandinie Devi Parasram. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.
Degree: EdD, Education (Leadership), 2012, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6157
Subjects/Keywords: students with disabilities; college students with disabilities in online courses; college students with disabilities; college students with disabilities in higher education online courses; students with disabilities and online courses; college students with disabilities and online; post secondary education and students with disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Francis, C. D. P. (2012). Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6157
Chicago Manual of Style (16th Edition):
Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 05, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6157.
MLA Handbook (7th Edition):
Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Web. 05 Mar 2021.
Vancouver:
Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Mar 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6157.
Council of Science Editors:
Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6157
Texas A&M University
6. McAdams-Ducy, Elizabeth. When Students Grieve: Teachers of Students With Intellectual Disabilities.
Degree: PhD, Educational Psychology, 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152635
Subjects/Keywords: Grief; Teachers; Students with Intellectual Disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
McAdams-Ducy, E. (2014). When Students Grieve: Teachers of Students With Intellectual Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152635
Chicago Manual of Style (16th Edition):
McAdams-Ducy, Elizabeth. “When Students Grieve: Teachers of Students With Intellectual Disabilities.” 2014. Doctoral Dissertation, Texas A&M University. Accessed March 05, 2021. http://hdl.handle.net/1969.1/152635.
MLA Handbook (7th Edition):
McAdams-Ducy, Elizabeth. “When Students Grieve: Teachers of Students With Intellectual Disabilities.” 2014. Web. 05 Mar 2021.
Vancouver:
McAdams-Ducy E. When Students Grieve: Teachers of Students With Intellectual Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1969.1/152635.
Council of Science Editors:
McAdams-Ducy E. When Students Grieve: Teachers of Students With Intellectual Disabilities. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152635
University of Johannesburg
7. Blaauw, Herculina Johanna. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.
Degree: 2010, University of Johannesburg
URL: http://hdl.handle.net/10210/3534
Subjects/Keywords: Students with disabilities; Higher education; Cerebral palsy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Blaauw, H. J. (2010). Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3534
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):
Blaauw, Herculina Johanna. “Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.” 2010. Thesis, University of Johannesburg. Accessed March 05, 2021. http://hdl.handle.net/10210/3534.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blaauw, Herculina Johanna. “Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.” 2010. Web. 05 Mar 2021.
Vancouver:
Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10210/3534.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3534
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Iowa State University
8. Smithman, Gabrielle Kathleen. Student achievement in inclusive science classrooms.
Degree: 2020, Iowa State University
URL: https://lib.dr.iastate.edu/etd/18002
Subjects/Keywords: education; middle school; science; students with disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Smithman, G. K. (2020). Student achievement in inclusive science classrooms. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18002
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):
Smithman, Gabrielle Kathleen. “Student achievement in inclusive science classrooms.” 2020. Thesis, Iowa State University. Accessed March 05, 2021. https://lib.dr.iastate.edu/etd/18002.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smithman, Gabrielle Kathleen. “Student achievement in inclusive science classrooms.” 2020. Web. 05 Mar 2021.
Vancouver:
Smithman GK. Student achievement in inclusive science classrooms. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Mar 05]. Available from: https://lib.dr.iastate.edu/etd/18002.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smithman GK. Student achievement in inclusive science classrooms. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18002
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9. Musonda, Teddy. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia.
Degree: 2016, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4762
Subjects/Keywords: Education-Primary-Zambia; Students with disabilities-Education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Musonda, T. (2016). Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4762
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):
Musonda, Teddy. “Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia.” 2016. Thesis, University of Zimbabwe. Accessed March 05, 2021. http://dspace.unza.zm/handle/123456789/4762.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Musonda, Teddy. “Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia.” 2016. Web. 05 Mar 2021.
Vancouver:
Musonda T. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Mar 05]. Available from: http://dspace.unza.zm/handle/123456789/4762.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Musonda T. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4762
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
10. Crawford, Mark Conard. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.
Degree: EdD, Special Populations, 2020, University of Houston
URL: http://hdl.handle.net/10657/6676
Subjects/Keywords: Middle school students with learning disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Crawford, M. C. (2020). The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6676
Chicago Manual of Style (16th Edition):
Crawford, Mark Conard. “The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.” 2020. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/6676.
MLA Handbook (7th Edition):
Crawford, Mark Conard. “The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.” 2020. Web. 05 Mar 2021.
Vancouver:
Crawford MC. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/6676.
Council of Science Editors:
Crawford MC. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6676
Coventry University
11. Opie, J. The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession.
Degree: PhD, 2015, Coventry University
URL: http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1
;
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685593
Subjects/Keywords: 615.8; physiotherapy; disability; students with disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Opie, J. (2015). The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession. (Doctoral Dissertation). Coventry University. Retrieved from http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685593
Chicago Manual of Style (16th Edition):
Opie, J. “The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession.” 2015. Doctoral Dissertation, Coventry University. Accessed March 05, 2021. http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685593.
MLA Handbook (7th Edition):
Opie, J. “The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession.” 2015. Web. 05 Mar 2021.
Vancouver:
Opie J. The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession. [Internet] [Doctoral dissertation]. Coventry University; 2015. [cited 2021 Mar 05]. Available from: http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685593.
Council of Science Editors:
Opie J. The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession. [Doctoral Dissertation]. Coventry University; 2015. Available from: http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685593
California State University – Chico
12. Taylor, S. Kile. Accommodating a bully prevention program for students with disabilities .
Degree: 2013, California State University – Chico
URL: http://hdl.handle.net/10211.4/593
Subjects/Keywords: Bully prevention program; Students with disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Taylor, S. K. (2013). Accommodating a bully prevention program for students with disabilities . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/593
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):
Taylor, S Kile. “Accommodating a bully prevention program for students with disabilities .” 2013. Thesis, California State University – Chico. Accessed March 05, 2021. http://hdl.handle.net/10211.4/593.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Taylor, S Kile. “Accommodating a bully prevention program for students with disabilities .” 2013. Web. 05 Mar 2021.
Vancouver:
Taylor SK. Accommodating a bully prevention program for students with disabilities . [Internet] [Thesis]. California State University – Chico; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.4/593.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Taylor SK. Accommodating a bully prevention program for students with disabilities . [Thesis]. California State University – Chico; 2013. Available from: http://hdl.handle.net/10211.4/593
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brock University
13. Harrison, Keri. Ontario's curriculum for individuals with disabilities : a textual analysis .
Degree: Department ofChild and Youth Studies, 2011, Brock University
URL: http://hdl.handle.net/10464/3168
Subjects/Keywords: Students with disabilities; Special education – Ontario
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Harrison, K. (2011). Ontario's curriculum for individuals with disabilities : a textual analysis . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3168
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):
Harrison, Keri. “Ontario's curriculum for individuals with disabilities : a textual analysis .” 2011. Thesis, Brock University. Accessed March 05, 2021. http://hdl.handle.net/10464/3168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harrison, Keri. “Ontario's curriculum for individuals with disabilities : a textual analysis .” 2011. Web. 05 Mar 2021.
Vancouver:
Harrison K. Ontario's curriculum for individuals with disabilities : a textual analysis . [Internet] [Thesis]. Brock University; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10464/3168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harrison K. Ontario's curriculum for individuals with disabilities : a textual analysis . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
14. Farris, Troy K. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.
Degree: 2011, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc67981/
Subjects/Keywords: High school principals; students with disabilities; inclusion
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Farris, T. K. (2011). Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67981/
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):
Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Thesis, University of North Texas. Accessed March 05, 2021. https://digital.library.unt.edu/ark:/67531/metadc67981/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Web. 05 Mar 2021.
Vancouver:
Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Mar 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas – Austin
15. -0344-354X. Effects of description text structure instruction on second and third grade students with disabilities.
Degree: PhD, Special Education, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/31697
Subjects/Keywords: Students with disabilities; Reading comprehension intervention
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
-0344-354X. (2015). Effects of description text structure instruction on second and third grade students with disabilities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31697
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-0344-354X. “Effects of description text structure instruction on second and third grade students with disabilities.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed March 05, 2021. http://hdl.handle.net/2152/31697.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-0344-354X. “Effects of description text structure instruction on second and third grade students with disabilities.” 2015. Web. 05 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-0344-354X. Effects of description text structure instruction on second and third grade students with disabilities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2152/31697.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-0344-354X. Effects of description text structure instruction on second and third grade students with disabilities. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31697
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Rutgers University
16. Casseus, Myriam. Substance use behaviors among a nationally representative sample of college students with disabilities.
Degree: PhD, Public Health, 2019, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/60054/
Subjects/Keywords: College students with disabilities – Drug use
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APA (6th Edition):
Casseus, M. (2019). Substance use behaviors among a nationally representative sample of college students with disabilities. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60054/
Chicago Manual of Style (16th Edition):
Casseus, Myriam. “Substance use behaviors among a nationally representative sample of college students with disabilities.” 2019. Doctoral Dissertation, Rutgers University. Accessed March 05, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/60054/.
MLA Handbook (7th Edition):
Casseus, Myriam. “Substance use behaviors among a nationally representative sample of college students with disabilities.” 2019. Web. 05 Mar 2021.
Vancouver:
Casseus M. Substance use behaviors among a nationally representative sample of college students with disabilities. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2021 Mar 05]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60054/.
Council of Science Editors:
Casseus M. Substance use behaviors among a nationally representative sample of college students with disabilities. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60054/
Rutgers University
17. Saponara-Adams, Christine, 1964-. Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities.
Degree: MA, Formative assessment, 2020, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/64392/
Subjects/Keywords: Students with disabilities – Education (Primary); Liberal Studies
Record Details
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APA (6th Edition):
Saponara-Adams, Christine, 1. (2020). Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/64392/
Chicago Manual of Style (16th Edition):
Saponara-Adams, Christine, 1964-. “Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities.” 2020. Masters Thesis, Rutgers University. Accessed March 05, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/64392/.
MLA Handbook (7th Edition):
Saponara-Adams, Christine, 1964-. “Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities.” 2020. Web. 05 Mar 2021.
Vancouver:
Saponara-Adams, Christine 1. Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities. [Internet] [Masters thesis]. Rutgers University; 2020. [cited 2021 Mar 05]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/64392/.
Council of Science Editors:
Saponara-Adams, Christine 1. Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities. [Masters Thesis]. Rutgers University; 2020. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/64392/
Michigan State University
18. Park, Jiyoon. Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package.
Degree: 2019, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:47900
Subjects/Keywords: Mathematics – Study and teaching; Students with disabilities – Education; Special education; Instructional systems; Students with disabilities
Record Details
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APA (6th Edition):
Park, J. (2019). Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47900
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):
Park, Jiyoon. “Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package.” 2019. Thesis, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:47900.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Park, Jiyoon. “Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package.” 2019. Web. 05 Mar 2021.
Vancouver:
Park J. Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47900.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Park J. Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:47900
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Kent State University
19. Wood, Julie E. Predicting School Success From A Disruption in Educational Experience.
Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2016, Kent State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543
Subjects/Keywords: Educational Psychology; suspension of students with disabilities; suspension and academic outcomes of students with disabilities
Record Details
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APA (6th Edition):
Wood, J. E. (2016). Predicting School Success From A Disruption in Educational Experience. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543
Chicago Manual of Style (16th Edition):
Wood, Julie E. “Predicting School Success From A Disruption in Educational Experience.” 2016. Doctoral Dissertation, Kent State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543.
MLA Handbook (7th Edition):
Wood, Julie E. “Predicting School Success From A Disruption in Educational Experience.” 2016. Web. 05 Mar 2021.
Vancouver:
Wood JE. Predicting School Success From A Disruption in Educational Experience. [Internet] [Doctoral dissertation]. Kent State University; 2016. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543.
Council of Science Editors:
Wood JE. Predicting School Success From A Disruption in Educational Experience. [Doctoral Dissertation]. Kent State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543
University of Delaware
20. Poudel, Bishwa Bandhu. Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities.
Degree: PhD, University of Delaware, School of Education, 2014, University of Delaware
URL: http://udspace.udel.edu/handle/19716/16818
Subjects/Keywords: Self-help devices for people with disabilities.; Students with disabilities – Delaware.; Students with disabilities – Pennsylvania.; High school students – Delaware.; College students – Delaware.; College students – Pennsylvania.
Record Details
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APA (6th Edition):
Poudel, B. B. (2014). Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/16818
Chicago Manual of Style (16th Edition):
Poudel, Bishwa Bandhu. “Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities.” 2014. Doctoral Dissertation, University of Delaware. Accessed March 05, 2021. http://udspace.udel.edu/handle/19716/16818.
MLA Handbook (7th Edition):
Poudel, Bishwa Bandhu. “Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities.” 2014. Web. 05 Mar 2021.
Vancouver:
Poudel BB. Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2021 Mar 05]. Available from: http://udspace.udel.edu/handle/19716/16818.
Council of Science Editors:
Poudel BB. Acceptance and use of assistive technology: perspectives of high school and college students with high-incidence disabilities. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/16818
University of Illinois – Chicago
21. Wyche, Alicia J. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.
Degree: 2014, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/11292
Subjects/Keywords: Social Behavior; Students with Disabilities; Mild Disabilities; School
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APA (6th Edition):
Wyche, A. J. (2014). Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/11292
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):
Wyche, Alicia J. “Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.” 2014. Thesis, University of Illinois – Chicago. Accessed March 05, 2021. http://hdl.handle.net/10027/11292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wyche, Alicia J. “Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.” 2014. Web. 05 Mar 2021.
Vancouver:
Wyche AJ. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10027/11292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wyche AJ. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/11292
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of KwaZulu-Natal
22. Mbense, Sizwe Absai. The experiences of the physically disabled students in the TVET College.
Degree: 2019, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/19110
Subjects/Keywords: Students with disabilities.; Physical disabilities-Attitudes-Technical Colleges.
Record Details
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APA (6th Edition):
Mbense, S. A. (2019). The experiences of the physically disabled students in the TVET College. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/19110
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):
Mbense, Sizwe Absai. “The experiences of the physically disabled students in the TVET College.” 2019. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. https://researchspace.ukzn.ac.za/handle/10413/19110.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mbense, Sizwe Absai. “The experiences of the physically disabled students in the TVET College.” 2019. Web. 05 Mar 2021.
Vancouver:
Mbense SA. The experiences of the physically disabled students in the TVET College. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Mar 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/19110.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mbense SA. The experiences of the physically disabled students in the TVET College. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/19110
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of KwaZulu-Natal
23. Siwela, Sanele. An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success.
Degree: 2017, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/15303
Subjects/Keywords: Theses - Education studies.; Students with disabilities.; students with disabilities -Experiences - TVET college.; Inclusive education.; Disabilities - Access and Success.; Students with disabilities - Attitudes.
Record Details
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APA (6th Edition):
Siwela, S. (2017). An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15303
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):
Siwela, Sanele. “An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. http://hdl.handle.net/10413/15303.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Siwela, Sanele. “An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success.” 2017. Web. 05 Mar 2021.
Vancouver:
Siwela S. An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10413/15303.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Siwela S. An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15303
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Tasmania
24. Walker, Judith. Disability policy issues in Australian higher education.
Degree: 1993, University of Tasmania
URL: https://eprints.utas.edu.au/21819/1/whole_WalkerJudith1994_thesis.pdf
;
https://eprints.utas.edu.au/21819/2/whole_WalkerJudith1994Vol2_thesis.pdf
Subjects/Keywords: People with disabilities; Students with disabilities
Record Details
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APA (6th Edition):
Walker, J. (1993). Disability policy issues in Australian higher education. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21819/1/whole_WalkerJudith1994_thesis.pdf ; https://eprints.utas.edu.au/21819/2/whole_WalkerJudith1994Vol2_thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Walker, Judith. “Disability policy issues in Australian higher education.” 1993. Thesis, University of Tasmania. Accessed March 05, 2021. https://eprints.utas.edu.au/21819/1/whole_WalkerJudith1994_thesis.pdf ; https://eprints.utas.edu.au/21819/2/whole_WalkerJudith1994Vol2_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Walker, Judith. “Disability policy issues in Australian higher education.” 1993. Web. 05 Mar 2021.
Vancouver:
Walker J. Disability policy issues in Australian higher education. [Internet] [Thesis]. University of Tasmania; 1993. [cited 2021 Mar 05]. Available from: https://eprints.utas.edu.au/21819/1/whole_WalkerJudith1994_thesis.pdf ; https://eprints.utas.edu.au/21819/2/whole_WalkerJudith1994Vol2_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Walker J. Disability policy issues in Australian higher education. [Thesis]. University of Tasmania; 1993. Available from: https://eprints.utas.edu.au/21819/1/whole_WalkerJudith1994_thesis.pdf ; https://eprints.utas.edu.au/21819/2/whole_WalkerJudith1994Vol2_thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25. Fernelius, Scott Alan. Development of the mobility microaggressions scale.
Degree: PhD, 2015, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/200052
Subjects/Keywords: Microaggressions.; Discrimination against people with disabilities; College students with disabilities – Psychological testing; Wheelchairs.
Record Details
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APA (6th Edition):
Fernelius, S. A. (2015). Development of the mobility microaggressions scale. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200052
Chicago Manual of Style (16th Edition):
Fernelius, Scott Alan. “Development of the mobility microaggressions scale.” 2015. Doctoral Dissertation, Ball State University. Accessed March 05, 2021. http://cardinalscholar.bsu.edu/handle/123456789/200052.
MLA Handbook (7th Edition):
Fernelius, Scott Alan. “Development of the mobility microaggressions scale.” 2015. Web. 05 Mar 2021.
Vancouver:
Fernelius SA. Development of the mobility microaggressions scale. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2021 Mar 05]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200052.
Council of Science Editors:
Fernelius SA. Development of the mobility microaggressions scale. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200052
University of North Carolina – Greensboro
26. Harrington, Lalenja Giddens. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.
Degree: 2017, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920
Subjects/Keywords: People with mental disabilities – Education (Higher); Learning disabled – Education (Higher); College students with disabilities
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Harrington, L. G. (2017). (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920
Chicago Manual of Style (16th Edition):
Harrington, Lalenja Giddens. “(Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 05, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920.
MLA Handbook (7th Edition):
Harrington, Lalenja Giddens. “(Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.” 2017. Web. 05 Mar 2021.
Vancouver:
Harrington LG. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Mar 05]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920.
Council of Science Editors:
Harrington LG. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920
University of Georgia
27. Doe, Tracie Dye. The current status of the law concerning an appropriate education for students with disabilities.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/20765
Subjects/Keywords: Appropriate education; Individuals with Disabilities Education Act; Special education; Students with disabilities; Rowley
Record Details
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APA (6th Edition):
Doe, T. D. (2014). The current status of the law concerning an appropriate education for students with disabilities. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20765
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):
Doe, Tracie Dye. “The current status of the law concerning an appropriate education for students with disabilities.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/20765.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Doe, Tracie Dye. “The current status of the law concerning an appropriate education for students with disabilities.” 2014. Web. 05 Mar 2021.
Vancouver:
Doe TD. The current status of the law concerning an appropriate education for students with disabilities. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/20765.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Doe TD. The current status of the law concerning an appropriate education for students with disabilities. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20765
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Oklahoma
28. El-Kazimi, Nidal. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.
Degree: PhD, 2012, University of Oklahoma
URL: http://hdl.handle.net/11244/319036
Subjects/Keywords: Students with disabilities – Psychology; Vocational evaluation; School-to-work transition; Youth with disabilities – Vocational education
Record Details
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APA (6th Edition):
El-Kazimi, N. (2012). INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319036
Chicago Manual of Style (16th Edition):
El-Kazimi, Nidal. “INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed March 05, 2021. http://hdl.handle.net/11244/319036.
MLA Handbook (7th Edition):
El-Kazimi, Nidal. “INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.” 2012. Web. 05 Mar 2021.
Vancouver:
El-Kazimi N. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/319036.
Council of Science Editors:
El-Kazimi N. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319036
University of Missouri – Columbia
29.
Gruber, Leigh Wittmeyer.
Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools.
Degree: 2016, University of Missouri – Columbia
URL: https://doi.org/10.32469/10355/59835
Subjects/Keywords: Youth with disabilities – Education; College students with disabilities – Services for; Autonomy (Psychology)
Record Details
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APA (6th Edition):
Gruber, L. W. (2016). Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/59835
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):
Gruber, Leigh Wittmeyer. “Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools.” 2016. Thesis, University of Missouri – Columbia. Accessed March 05, 2021. https://doi.org/10.32469/10355/59835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gruber, Leigh Wittmeyer. “Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools.” 2016. Web. 05 Mar 2021.
Vancouver:
Gruber LW. Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Mar 05]. Available from: https://doi.org/10.32469/10355/59835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gruber LW. Preparing students with disabilities to self-advocate for favorable post school outcomes : a qualitative case study of transition services in high schools. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/59835
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Bucknell University
30. Gotshall, Christine Denise. Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom.
Degree: 2010, Bucknell University
URL: https://digitalcommons.bucknell.edu/masters_theses/61
Subjects/Keywords: Teacher Efficacy; Learned Helplessness; Students with Disabilities; Inclusion; Response to Intervention; disabilities in college students
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APA (6th Edition):
Gotshall, C. D. (2010). Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/61
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):
Gotshall, Christine Denise. “Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom.” 2010. Thesis, Bucknell University. Accessed March 05, 2021. https://digitalcommons.bucknell.edu/masters_theses/61.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gotshall, Christine Denise. “Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom.” 2010. Web. 05 Mar 2021.
Vancouver:
Gotshall CD. Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom. [Internet] [Thesis]. Bucknell University; 2010. [cited 2021 Mar 05]. Available from: https://digitalcommons.bucknell.edu/masters_theses/61.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gotshall CD. Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom. [Thesis]. Bucknell University; 2010. Available from: https://digitalcommons.bucknell.edu/masters_theses/61
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation