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You searched for subject:(students with disabilities). Showing records 1 – 30 of 727 total matches.

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

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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Harrell EO. Constructing Disability: Students with Disability Navigating Post-Secondary Institutions. [Internet] [Thesis]. Brown University; 2017. [cited 2020 Aug 14]. 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

2. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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

3. 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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Martinez JE. A resource guide for students with disabilities transitioning into a community college. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2020 Aug 14]. 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

4. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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

5. 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 (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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

McAdams-Ducy E. When Students Grieve: Teachers of Students With Intellectual Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Aug 14]. 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

6. 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 (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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Aug 14]. 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


Wright State University

7. Crumbacher, Christine Ann. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.

Degree: MA, Classroom Teacher, 2007, Wright State University

 The purpose of this study was to survey core content teachers’ (CCTs) perceptions of working with children with disabilities in the subject areas of English,… (more)

Subjects/Keywords: Education, Special; Inclusion; Education; Students with disabilities.

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APA (6th Edition):

Crumbacher, C. A. (2007). Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507

Chicago Manual of Style (16th Edition):

Crumbacher, Christine Ann. “Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.” 2007. Masters Thesis, Wright State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

MLA Handbook (7th Edition):

Crumbacher, Christine Ann. “Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.” 2007. Web. 14 Aug 2020.

Vancouver:

Crumbacher CA. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. [Internet] [Masters thesis]. Wright State University; 2007. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

Council of Science Editors:

Crumbacher CA. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. [Masters Thesis]. Wright State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507


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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Smithman GK. Student achievement in inclusive science classrooms. [Internet] [Thesis]. Iowa State University; 2020. [cited 2020 Aug 14]. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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


Coventry University

10. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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


University of Texas – Austin

11. -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 (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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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

12. 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 (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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Casseus M. Substance use behaviors among a nationally representative sample of college students with disabilities. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2020 Aug 14]. 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/


University of Houston

13. 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 (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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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


California State University – Chico

14. 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 (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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Taylor SK. Accommodating a bully prevention program for students with disabilities . [Internet] [Thesis]. California State University – Chico; 2013. [cited 2020 Aug 14]. 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

15. 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 · 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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Harrison K. Ontario's curriculum for individuals with disabilities : a textual analysis . [Internet] [Thesis]. Brock University; 2011. [cited 2020 Aug 14]. 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

16. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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


Kent State University

17. 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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Wood JE. Predicting School Success From A Disruption in Educational Experience. [Internet] [Doctoral dissertation]. Kent State University; 2016. [cited 2020 Aug 14]. 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 Illinois – Chicago

18. 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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Wyche AJ. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Aug 14]. 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

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

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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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

20. 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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Walker J. Disability policy issues in Australian higher education. [Internet] [Thesis]. University of Tasmania; 1993. [cited 2020 Aug 14]. 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


University of North Carolina – Greensboro

21. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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

22. 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 August 14, 2020. http://cardinalscholar.bsu.edu/handle/123456789/200052.

MLA Handbook (7th Edition):

Fernelius, Scott Alan. “Development of the mobility microaggressions scale.” 2015. Web. 14 Aug 2020.

Vancouver:

Fernelius SA. Development of the mobility microaggressions scale. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2020 Aug 14]. 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 Oklahoma

23. 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 August 14, 2020. 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. 14 Aug 2020.

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 2020 Aug 14]. 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


Bucknell University

24. 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 (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 August 14, 2020. 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. 14 Aug 2020.

Vancouver:

Gotshall CD. Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom. [Internet] [Thesis]. Bucknell University; 2010. [cited 2020 Aug 14]. 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

25. Sanford, Karen L. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  Factors that Affect the Reading Comprehension of Secondary Students with Disabilities Thirty-million Americans are considered functionally illiterate and are unable to complete job applications… (more)

Subjects/Keywords: reading; reading comprehension; secondary students; students with disabilities; Education

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APA (6th Edition):

Sanford, K. L. (2015). Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/125

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):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Thesis, University of San Francisco. Accessed August 14, 2020. https://repository.usfca.edu/diss/125.

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

MLA Handbook (7th Edition):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Web. 14 Aug 2020.

Vancouver:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2020 Aug 14]. Available from: https://repository.usfca.edu/diss/125.

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

Council of Science Editors:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/125

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


University of Johannesburg

26. Ombeva, Rachel Aleyo. Factors in the success of disadvantaged University of Johannesburg students.

Degree: 2011, University of Johannesburg

M.A.

This was a study of how a group of second and third year humanities students at the University of Johannesburg managed to access University… (more)

Subjects/Keywords: University students; University of Johannesburg; Students with social disabilities

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APA (6th Edition):

Ombeva, R. A. (2011). Factors in the success of disadvantaged University of Johannesburg students. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4247

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):

Ombeva, Rachel Aleyo. “Factors in the success of disadvantaged University of Johannesburg students.” 2011. Thesis, University of Johannesburg. Accessed August 14, 2020. http://hdl.handle.net/10210/4247.

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

MLA Handbook (7th Edition):

Ombeva, Rachel Aleyo. “Factors in the success of disadvantaged University of Johannesburg students.” 2011. Web. 14 Aug 2020.

Vancouver:

Ombeva RA. Factors in the success of disadvantaged University of Johannesburg students. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10210/4247.

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

Council of Science Editors:

Ombeva RA. Factors in the success of disadvantaged University of Johannesburg students. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4247

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


University of Johannesburg

27. Dyantyi, Vuyo Cedric. The need for support : analysing discourses of students without barriers on inclusive education.

Degree: 2011, University of Johannesburg

D.Tech.

This research analyses the discourses of students without barriers on inclusive higher education. It is assumed that the discursive practices of students without barriers… (more)

Subjects/Keywords: Inclusive education; Discourse analysis; Students attitudes; Students with disabilities; Higher education

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APA (6th Edition):

Dyantyi, V. C. (2011). The need for support : analysing discourses of students without barriers on inclusive education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4121

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):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Thesis, University of Johannesburg. Accessed August 14, 2020. http://hdl.handle.net/10210/4121.

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

MLA Handbook (7th Edition):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Web. 14 Aug 2020.

Vancouver:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10210/4121.

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

Council of Science Editors:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4121

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


Florida International University

28. Barrocas, Lisa A. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.

Degree: Doctor of Education (EdD), Special Education, 2011, Florida International University

  Public schools traditionally have been held accountable for educating the majority of the nation’s school children, and through the years, these schools have been… (more)

Subjects/Keywords: educational placement; students with specific learning disabilities; minority students

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APA (6th Edition):

Barrocas, L. A. (2011). A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Thesis, Florida International University. Accessed August 14, 2020. https://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

MLA Handbook (7th Edition):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Web. 14 Aug 2020.

Vancouver:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Internet] [Thesis]. Florida International University; 2011. [cited 2020 Aug 14]. Available from: https://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

Council of Science Editors:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Thesis]. Florida International University; 2011. Available from: https://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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


Stellenbosch University

29. Bisset, Faine. The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance.

Degree: MA, 2016, Stellenbosch University

 ENGLISH ABSTRACT : Ballroom and Latin American dance appear to be gaining popularity among people with disabilities, as a form of exercise and leisure activity.… (more)

Subjects/Keywords: Students with visual disabilities  – Dancing; Students with visual disabilities  – Inclusion; Students with visual disabilities  – Lived experience; UCTD; Ballroom dancing  – Western Cape  – South Africa; Latin American dancing  – Western Cape  – South Africa

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

APA (6th Edition):

Bisset, F. (2016). The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98835

Chicago Manual of Style (16th Edition):

Bisset, Faine. “The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance.” 2016. Masters Thesis, Stellenbosch University. Accessed August 14, 2020. http://hdl.handle.net/10019.1/98835.

MLA Handbook (7th Edition):

Bisset, Faine. “The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance.” 2016. Web. 14 Aug 2020.

Vancouver:

Bisset F. The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance. [Internet] [Masters thesis]. Stellenbosch University; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10019.1/98835.

Council of Science Editors:

Bisset F. The lived experience of university students with visual impairments and their sighted partners’ participation in inclusive social ballroom dance. [Masters Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/98835


University of Dayton

30. Ziswiler, Korrin M. Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data.

Degree: PhD, Educational Leadership, 2014, University of Dayton

 The number of students with disabilities accessing higher education continues to increase, yet persistence and graduation rates for this population of students are considerably lower… (more)

Subjects/Keywords: Higher Education; Students with Disabilities in Higher Education; Student Engagement; Student Engagement of Students with Disabilities; National Survey of Student Engagement

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

APA (6th Edition):

Ziswiler, K. M. (2014). Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397664923

Chicago Manual of Style (16th Edition):

Ziswiler, Korrin M. “Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data.” 2014. Doctoral Dissertation, University of Dayton. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397664923.

MLA Handbook (7th Edition):

Ziswiler, Korrin M. “Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data.” 2014. Web. 14 Aug 2020.

Vancouver:

Ziswiler KM. Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data. [Internet] [Doctoral dissertation]. University of Dayton; 2014. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397664923.

Council of Science Editors:

Ziswiler KM. Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data. [Doctoral Dissertation]. University of Dayton; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397664923

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