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You searched for subject:(students with disabilities SWD ). Showing records 1 – 30 of 39976 total matches.

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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

 The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited… (more)

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

 In the United States, 10% of all undergraduate and graduate students report having a disability. Although a legacy of disability policy assures equal access to… (more)

Subjects/Keywords: Students with disabilities

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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

 The purpose of this project is to review current transition practices for students with disabilities, and to present a curriculum guide which meets areas lacking… (more)

Subjects/Keywords: Transition; Students with Disabilities; Portfolios

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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

 Presently there is a need to provide information to incoming students with disabilities about programs, services, and financial aid on community college campuses across California.… (more)

Subjects/Keywords: Students with disabilities; Student services

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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

 The overarching aim of this mixed methods study was to explore the online experiences of students with disabilities, with particular focus on students’ use of… (more)

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

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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

 The identification and provision of support for the emotional needs of children with intellectual disabilities is essential as these students are often “disenfranchised grievers” – meaning… (more)

Subjects/Keywords: Grief; Teachers; Students with Intellectual Disabilities

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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

M.Ed.

The constitution of South Africa provides for the rights of all citizens in respect of equality of opportunities. Education is seen as the right… (more)

Subjects/Keywords: Students with disabilities; Higher education; Cerebral palsy

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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

 The purpose of this study was to gather and analyze data on the academic achievement of students in inclusive seventh grade science classrooms, focusing on… (more)

Subjects/Keywords: education; middle school; science; students with disabilities

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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

 The study was an assessment of administrative challenges faced by primary school Headteachers in managing learners with special educational needs in inclusive schooling in Kaputa… (more)

Subjects/Keywords: Education-Primary-Zambia; Students with disabilities-Education

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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

 Background: Middle school students with learning disabilities (LDs) are faced with many academic and social challenges that can follow them throughout their lives. Reading achievement… (more)

Subjects/Keywords: Middle school students with learning disabilities

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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

 The corpus of literature about disabled therapists within physiotherapy omits one important factor: the experiences of disabled physiotherapy students. Therefore, this research aimed to fill… (more)

Subjects/Keywords: 615.8; physiotherapy; disability; students with disabilities

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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

 This project seeks to bridge the gap between the research on bullying amongst students with disabilities and best practices for creating access to an evidence… (more)

Subjects/Keywords: Bully prevention program; Students with disabilities

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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

 The purpose of this study was to examine the disability discourses present in Ontario elementary schools curriculum. The study used a critical social analysis perspective… (more)

Subjects/Keywords: Students with disabilities; Special education  – Ontario

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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

 This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing… (more)

Subjects/Keywords: High school principals; students with disabilities; inclusion

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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

 The present study examined effects of an intervention that focused on description text structure on the reading comprehension skills of second and third grade students(more)

Subjects/Keywords: Students with disabilities; Reading comprehension intervention

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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

Background: A significant number of students enrolled in postsecondary institutions have a disability. Like many young adults, college students with disabilities have an elevated risk… (more)

Subjects/Keywords: College students with disabilities  – Drug use

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

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

 In the United States today, students with disabilities are spending more time in the general education classroom than ever before (NCES, 2019). Consequently, educators need… (more)

Subjects/Keywords: Students with disabilities  – Education (Primary); Liberal Studies

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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

Thesis Ph. D. Michigan State University. Special Education 2019

Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research… (more)

Subjects/Keywords: Mathematics – Study and teaching; Students with disabilities – Education; Special education; Instructional systems; Students with disabilities

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

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

 The present study examined the relationship between exclusionary discipline practices (out-of-school suspension 10 days or less, out-of-school suspension more than 10 days, in-school suspension 10… (more)

Subjects/Keywords: Educational Psychology; suspension of students with disabilities; suspension and academic outcomes of students with disabilities

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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

 Assistive technology (AT) is linked with better academic progress and improved post-school outcomes for students with disabilities. Despite the emphasis on the use of AT… (more)

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.

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

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

 In many of today’s middle schools, students with disabilities are educated in the same classrooms alongside their typically developing peers. Although these inclusive classrooms provide… (more)

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

 The aim of this study was to investigate the experiences of students with disabilities in a form of a case study at a Technical Vocational… (more)

Subjects/Keywords: Students with disabilities.; Physical disabilities-Attitudes-Technical Colleges.

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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

 This exploratory case study was aimed at investigating the experiences of students with disabilities at a Technical Vocational Education and Training (TVET) College, and in… (more)

Subjects/Keywords: Theses - Education studies.; Students with disabilities.; students with disabilities -Experiences - TVET college.; Inclusive education.; Disabilities - Access and Success.; Students with disabilities - Attitudes.

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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

Subjects/Keywords: People with disabilities; Students with disabilities

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

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

 This study presents a comprehensive overview of the construct of disability microaggressions, exploring the specific experiences of students with disabilities who require permanent use of… (more)

Subjects/Keywords: Microaggressions.; Discrimination against people with disabilities; College students with disabilities  – Psychological testing; Wheelchairs.

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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

 This dissertation explores the intersection of community engaged research and arts-based methodologies involving students with Intellectual Disabilities (ID) on a college campus, with broader theoretical… (more)

Subjects/Keywords: People with mental disabilities – Education (Higher); Learning disabled – Education (Higher); College students with disabilities

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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

 This dissertation is divided into two parts. Part I. The Power of CE: Illustrations of the Unrivaled Selectivity of Capillary Electrophoresis and Part II. Quantitative… (more)

Subjects/Keywords: Appropriate education; Individuals with Disabilities Education Act; Special education; Students with disabilities; Rowley

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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

 Findings from this study provided a piece in the process of accumulating validity-related evidence for the TAGG, and emphasized the need to develop a set… (more)

Subjects/Keywords: Students with disabilities – Psychology; Vocational evaluation; School-to-work transition; Youth with disabilities – Vocational education

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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

 The purpose of this study was to add to the body of knowledge about transition services for students with disabilities, specifically the instruction of self-advocacy… (more)

Subjects/Keywords: Youth with disabilities  – Education; College students with disabilities  – Services for; Autonomy (Psychology)

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

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

 The purpose of the present study is to investigate how teachers feel about their abilities to educate students with special needs, how their degree of… (more)

Subjects/Keywords: Teacher Efficacy; Learned Helplessness; Students with Disabilities; Inclusion; Response to Intervention; disabilities in college students

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

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

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