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You searched for subject:(students with learning disabilities). Showing records 1 – 30 of 89311 total matches.

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University of Houston

1. 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 September 27, 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. 27 Sep 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 Sep 27]. 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


Florida International University

2. 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 September 27, 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. 27 Sep 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 Sep 27]. 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


University of North Carolina – Greensboro

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

APA (6th Edition):

Harrington, L. G. (2017). (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920

Chicago Manual of Style (16th Edition):

Harrington, Lalenja Giddens. “(Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 27, 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. 27 Sep 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 Sep 27]. 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

4. 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 September 27, 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. 27 Sep 2020.

Vancouver:

Harrell EO. Constructing Disability: Students with Disability Navigating Post-Secondary Institutions. [Internet] [Thesis]. Brown University; 2017. [cited 2020 Sep 27]. 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

5. Tonks, DeLaina Cales. A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School.

Degree: PhD, 2019, Brigham Young University

  Student well-being (as opposed to an overemphasis on learning outcomes or technologies) should serve as the central component of a successful online model for… (more)

Subjects/Keywords: online learning; students with disabilities; open educational resources; self-determination

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Tonks, D. C. (2019). A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8371&context=etd

Chicago Manual of Style (16th Edition):

Tonks, DeLaina Cales. “A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School.” 2019. Doctoral Dissertation, Brigham Young University. Accessed September 27, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8371&context=etd.

MLA Handbook (7th Edition):

Tonks, DeLaina Cales. “A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School.” 2019. Web. 27 Sep 2020.

Vancouver:

Tonks DC. A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School. [Internet] [Doctoral dissertation]. Brigham Young University; 2019. [cited 2020 Sep 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8371&context=etd.

Council of Science Editors:

Tonks DC. A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School. [Doctoral Dissertation]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8371&context=etd


University of Cincinnati

6. Salman, Hande. Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature.

Degree: MA, Education : Educational Studies, 2009, University of Cincinnati

 The present study reviews the most recent literature in order to understand the self-efficacy beliefs of students with learning disabilities (LD) in academic contexts. In… (more)

Subjects/Keywords: Education; Educational Psychology; Self-Efficacy; Students with Learning Disabilities

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

APA (6th Edition):

Salman, H. (2009). Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243288786

Chicago Manual of Style (16th Edition):

Salman, Hande. “Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature.” 2009. Masters Thesis, University of Cincinnati. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243288786.

MLA Handbook (7th Edition):

Salman, Hande. “Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature.” 2009. Web. 27 Sep 2020.

Vancouver:

Salman H. Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature. [Internet] [Masters thesis]. University of Cincinnati; 2009. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243288786.

Council of Science Editors:

Salman H. Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current Literature. [Masters Thesis]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243288786


SUNY College at Brockport

7. Lenhard, Sarah E. Utilizing Problem-Based Learning Activities in Science with Students with Disabilities.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Today, science teachers are faced with a challenge: to provide an authentic and engaging science curriculum to an increasingly diverse population of students including… (more)

Subjects/Keywords: Science Education; Problem-Based Learning; Special Education; Students with Disabilities; Education

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APA (6th Edition):

Lenhard, S. E. (2015). Utilizing Problem-Based Learning Activities in Science with Students with Disabilities. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/533

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):

Lenhard, Sarah E. “Utilizing Problem-Based Learning Activities in Science with Students with Disabilities.” 2015. Thesis, SUNY College at Brockport. Accessed September 27, 2020. https://digitalcommons.brockport.edu/ehd_theses/533.

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

MLA Handbook (7th Edition):

Lenhard, Sarah E. “Utilizing Problem-Based Learning Activities in Science with Students with Disabilities.” 2015. Web. 27 Sep 2020.

Vancouver:

Lenhard SE. Utilizing Problem-Based Learning Activities in Science with Students with Disabilities. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Sep 27]. Available from: https://digitalcommons.brockport.edu/ehd_theses/533.

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

Council of Science Editors:

Lenhard SE. Utilizing Problem-Based Learning Activities in Science with Students with Disabilities. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/533

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


Ohio University

8. Al-Ahmadi, Nsreen A. Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools.

Degree: PhD, Curriculum and Instruction Special Education (Education), 2009, Ohio University

 In 2005, Saudi Arabia amended legislation to allow students with learning disabilities (LD) to attend regular public schools. However, a variety of cultural considerations influences… (more)

Subjects/Keywords: Curricula; Education; Special Education; Saudi Public Schools; Learning disabilities; teacher attitudes; integrating students with learning disabilities; integrating students

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

APA (6th Edition):

Al-Ahmadi, N. A. (2009). Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241556018

Chicago Manual of Style (16th Edition):

Al-Ahmadi, Nsreen A. “Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools.” 2009. Doctoral Dissertation, Ohio University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241556018.

MLA Handbook (7th Edition):

Al-Ahmadi, Nsreen A. “Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools.” 2009. Web. 27 Sep 2020.

Vancouver:

Al-Ahmadi NA. Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241556018.

Council of Science Editors:

Al-Ahmadi NA. Teachers’ Perspectives and Attitudes towards Integrating Students with Learning Disabilities in Regular Saudi Public Schools. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241556018


Colorado State University

9. Gawronski, Michael E. Universal design for learning: perceptions of faculty and students at a northeastern community college.

Degree: PhD, Education, 2014, Colorado State University

 To examine community college faculty and student attitudes toward and actions associated with inclusive instruction based on Universal Design for Learning (UDL) principles and practices,… (more)

Subjects/Keywords: universal design for learning; college faculty; college students; college students with disabilities; diversity; inclusive teaching

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

APA (6th Edition):

Gawronski, M. E. (2014). Universal design for learning: perceptions of faculty and students at a northeastern community college. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88432

Chicago Manual of Style (16th Edition):

Gawronski, Michael E. “Universal design for learning: perceptions of faculty and students at a northeastern community college.” 2014. Doctoral Dissertation, Colorado State University. Accessed September 27, 2020. http://hdl.handle.net/10217/88432.

MLA Handbook (7th Edition):

Gawronski, Michael E. “Universal design for learning: perceptions of faculty and students at a northeastern community college.” 2014. Web. 27 Sep 2020.

Vancouver:

Gawronski ME. Universal design for learning: perceptions of faculty and students at a northeastern community college. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10217/88432.

Council of Science Editors:

Gawronski ME. Universal design for learning: perceptions of faculty and students at a northeastern community college. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88432

10. Holden, Kara Battin. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.

Degree: 2016, NC Docks

 Researchers are increasingly calling upon educators to broaden the focus on teaching non-cognitive skills, especially self-regulation, so that all students— with or without disabilities—experience success… (more)

Subjects/Keywords: Teachers of children with disabilities $x Training of; Educational technology; Students with disabilities; Motivation in education; Active learning; Self-culture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holden, K. B. (2016). Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Holden_uncg_0154D_12053.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):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Thesis, NC Docks. Accessed September 27, 2020. http://libres.uncg.edu/ir/uncg/f/Holden_uncg_0154D_12053.pdf.

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

MLA Handbook (7th Edition):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Web. 27 Sep 2020.

Vancouver:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/uncg/f/Holden_uncg_0154D_12053.pdf.

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

Council of Science Editors:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Holden_uncg_0154D_12053.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

11. Holden, Kara Battin. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.

Degree: 2016, University of North Carolina – Greensboro

 Researchers are increasingly calling upon educators to broaden the focus on teaching non-cognitive skills, especially self-regulation, so that all students— with or without disabilities—experience success… (more)

Subjects/Keywords: Teachers of children with disabilities – Training of; Educational technology; Students with disabilities; Motivation in education; Active learning; Self-culture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holden, K. B. (2016). Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957

Chicago Manual of Style (16th Edition):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 27, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957.

MLA Handbook (7th Edition):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Web. 27 Sep 2020.

Vancouver:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957.

Council of Science Editors:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957

12. 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, NC Docks

 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 $x Education (Higher); Learning disabled $x Education (Higher); College students with disabilities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harrington, L. G. (2017). (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Harrington_uncg_0154D_12188.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):

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. Thesis, NC Docks. Accessed September 27, 2020. http://libres.uncg.edu/ir/uncg/f/Harrington_uncg_0154D_12188.pdf.

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

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. 27 Sep 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] [Thesis]. NC Docks; 2017. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/uncg/f/Harrington_uncg_0154D_12188.pdf.

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

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. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncg/f/Harrington_uncg_0154D_12188.pdf

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

13. 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 September 27, 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. 27 Sep 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 Sep 27]. 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

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

APA (6th Edition):

Martinez, J. E. (2017). A resource guide for students with disabilities transitioning into a community college. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194226

Chicago Manual of Style (16th Edition):

Martinez, Julie Elizabeth. “A resource guide for students with disabilities transitioning into a community college.” 2017. Masters Thesis, California State University – Sacramento. Accessed September 27, 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. 27 Sep 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 Sep 27]. 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 North Texas

15. Raviotta, Benjamin. Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia.

Degree: 2016, University of North Texas

 Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia explores the need for curriculum modifications, accommodations,… (more)

Subjects/Keywords: ADHD; Dyslexia; Specific learning disorders; 504 plans; Individual Education Programs; Learning disabilities; Music remediation; Special education.; Music  – Instruction and study.; Musicians with disabilities.; Students with disabilities.; Academic theses.

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

APA (6th Edition):

Raviotta, B. (2016). Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955082/

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):

Raviotta, Benjamin. “Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia.” 2016. Thesis, University of North Texas. Accessed September 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc955082/.

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

MLA Handbook (7th Edition):

Raviotta, Benjamin. “Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia.” 2016. Web. 27 Sep 2020.

Vancouver:

Raviotta B. Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Sep 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955082/.

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

Council of Science Editors:

Raviotta B. Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955082/

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

16. Mayer, Tammy. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has… (more)

Subjects/Keywords: access; achievment standards; assessment; high-stakes testing; Students with Disabilities; Universal Design for Learning

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

APA (6th Edition):

Mayer, T. (2017). Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2128

Chicago Manual of Style (16th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 27, 2020. https://commons.und.edu/theses/2128.

MLA Handbook (7th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Web. 27 Sep 2020.

Vancouver:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2020 Sep 27]. Available from: https://commons.und.edu/theses/2128.

Council of Science Editors:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2128


University of New South Wales

17. Alsamiri, Yasir. Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD).

Degree: Education, 2016, University of New South Wales

 Although there have been some studies on students with giftedness and learning disabilities (SGLD) conducted in primary schools in the Kingdom of Saudi Arabia (KSA),… (more)

Subjects/Keywords: Twice exceptionality; Kingdom of Saudi Arabia; Students with giftedness and learning disabilities

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APA (6th Edition):

Alsamiri, Y. (2016). Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD). (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59836 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:50007/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Alsamiri, Yasir. “Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD).” 2016. Doctoral Dissertation, University of New South Wales. Accessed September 27, 2020. http://handle.unsw.edu.au/1959.4/59836 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:50007/SOURCE02?view=true.

MLA Handbook (7th Edition):

Alsamiri, Yasir. “Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD).” 2016. Web. 27 Sep 2020.

Vancouver:

Alsamiri Y. Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD). [Internet] [Doctoral dissertation]. University of New South Wales; 2016. [cited 2020 Sep 27]. Available from: http://handle.unsw.edu.au/1959.4/59836 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:50007/SOURCE02?view=true.

Council of Science Editors:

Alsamiri Y. Teachers’ perspectives of the identification and support of Saudi primary students with giftedness and learning disabilities (SGLD). [Doctoral Dissertation]. University of New South Wales; 2016. Available from: http://handle.unsw.edu.au/1959.4/59836 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:50007/SOURCE02?view=true


Florida International University

18. Munoz, Lorena R. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2016, Florida International University

  As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools… (more)

Subjects/Keywords: cultural responsive teaching; algebra; students with specific learning disabilities; achievement gap; Special Education and Teaching

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

APA (6th Edition):

Munoz, L. R. (2016). Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Thesis, Florida International University. Accessed September 27, 2020. https://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

MLA Handbook (7th Edition):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Web. 27 Sep 2020.

Vancouver:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Internet] [Thesis]. Florida International University; 2016. [cited 2020 Sep 27]. Available from: https://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

Council of Science Editors:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Thesis]. Florida International University; 2016. Available from: https://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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


East Carolina University

19. Sortino, Ronda J. SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES.

Degree: EdD, Educational Leadership, 2014, East Carolina University

 With increasing frequency, students with learning differences are transitioning out of high school ill-prepared for the rigor and freedom of a postsecondary setting. The transition… (more)

Subjects/Keywords: Educational leadership; Learning disabled youth – Education; Responsibility in adolescence; College students with disabilities

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

APA (6th Edition):

Sortino, R. J. (2014). SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4625

Chicago Manual of Style (16th Edition):

Sortino, Ronda J. “SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES.” 2014. Doctoral Dissertation, East Carolina University. Accessed September 27, 2020. http://hdl.handle.net/10342/4625.

MLA Handbook (7th Edition):

Sortino, Ronda J. “SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES.” 2014. Web. 27 Sep 2020.

Vancouver:

Sortino RJ. SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES. [Internet] [Doctoral dissertation]. East Carolina University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10342/4625.

Council of Science Editors:

Sortino RJ. SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES. [Doctoral Dissertation]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4625

20. House, Genevieve. Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers .

Degree: 2014, California State University – San Marcos

 In recent years, general education teachers have faced the difficulty of providing appropriate instruction for students with specific learning disabilities (SLD) in the general education… (more)

Subjects/Keywords: students with specific learning disabilities; general education teachers; elementary; reading comprehension strategies; resource manual

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

APA (6th Edition):

House, G. (2014). Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/131498

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):

House, Genevieve. “Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers .” 2014. Thesis, California State University – San Marcos. Accessed September 27, 2020. http://hdl.handle.net/10211.3/131498.

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

MLA Handbook (7th Edition):

House, Genevieve. “Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers .” 2014. Web. 27 Sep 2020.

Vancouver:

House G. Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.3/131498.

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

Council of Science Editors:

House G. Reading Comprehension Strategies to Foster Learning for Students with Specific Learning Disabilities: A Manual for General Education Teachers . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/131498

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

21. Weilhammer, Adele Villalobos. Postsecondary Transitional Curriculum for Students with Learning Disabilities .

Degree: 2012, California State University – San Marcos

 This project focuses on the transitional needs of high school students with learning disabilities who are approaching high school graduation. The years in high school… (more)

Subjects/Keywords: Transition Curriculum; Postsecondary employment; High school transition for students with learning disabilities

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APA (6th Edition):

Weilhammer, A. V. (2012). Postsecondary Transitional Curriculum for Students with Learning Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/173

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):

Weilhammer, Adele Villalobos. “Postsecondary Transitional Curriculum for Students with Learning Disabilities .” 2012. Thesis, California State University – San Marcos. Accessed September 27, 2020. http://hdl.handle.net/10211.8/173.

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

MLA Handbook (7th Edition):

Weilhammer, Adele Villalobos. “Postsecondary Transitional Curriculum for Students with Learning Disabilities .” 2012. Web. 27 Sep 2020.

Vancouver:

Weilhammer AV. Postsecondary Transitional Curriculum for Students with Learning Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.8/173.

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

Council of Science Editors:

Weilhammer AV. Postsecondary Transitional Curriculum for Students with Learning Disabilities . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/173

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


University of Arizona

22. Thames, Geoffrey. Effects of Peer Tutoring on Passing Developmental Mathematics .

Degree: 2017, University of Arizona

 The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al.,… (more)

Subjects/Keywords: Higher education; Postsecondary peer tutoring programs; Postsecondary students with learning disabilities; Program evaluation

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

APA (6th Edition):

Thames, G. (2017). Effects of Peer Tutoring on Passing Developmental Mathematics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624554

Chicago Manual of Style (16th Edition):

Thames, Geoffrey. “Effects of Peer Tutoring on Passing Developmental Mathematics .” 2017. Doctoral Dissertation, University of Arizona. Accessed September 27, 2020. http://hdl.handle.net/10150/624554.

MLA Handbook (7th Edition):

Thames, Geoffrey. “Effects of Peer Tutoring on Passing Developmental Mathematics .” 2017. Web. 27 Sep 2020.

Vancouver:

Thames G. Effects of Peer Tutoring on Passing Developmental Mathematics . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10150/624554.

Council of Science Editors:

Thames G. Effects of Peer Tutoring on Passing Developmental Mathematics . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624554


University of Maryland

23. Constantinescu, Carmen. ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS.

Degree: Special Education, 2015, University of Maryland

 Special education teachers are expected to integrate assistive technology (AT) for students with disabilities per Individuals with Disabilities Education Act (IDEA). However, the legal mandates… (more)

Subjects/Keywords: Special education; Educational technology; Teacher education; assistive technology; educational technology; instructional technology; learning disabilities; special education technology; students with disabilities

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

APA (6th Edition):

Constantinescu, C. (2015). ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/17051

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):

Constantinescu, Carmen. “ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS.” 2015. Thesis, University of Maryland. Accessed September 27, 2020. http://hdl.handle.net/1903/17051.

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

MLA Handbook (7th Edition):

Constantinescu, Carmen. “ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS.” 2015. Web. 27 Sep 2020.

Vancouver:

Constantinescu C. ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS. [Internet] [Thesis]. University of Maryland; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1903/17051.

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

Council of Science Editors:

Constantinescu C. ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/17051

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


East Carolina University

24. Westerhof, Julie. DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?.

Degree: MA, Psychology: School Psychology, 2015, East Carolina University

 Self-efficacy has been shown to influence academic achievement and therefore is an important quality for students with disabilities to possess as this population tends to… (more)

Subjects/Keywords: Psychology; Higher education; Disabilities; Self-efficacy for learning; Smartpen; Universities; Self-help devices for people with disabilities; Self-efficacy; Academic achievement; College students with disabilities

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

APA (6th Edition):

Westerhof, J. (2015). DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?. (Masters Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4911

Chicago Manual of Style (16th Edition):

Westerhof, Julie. “DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?.” 2015. Masters Thesis, East Carolina University. Accessed September 27, 2020. http://hdl.handle.net/10342/4911.

MLA Handbook (7th Edition):

Westerhof, Julie. “DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?.” 2015. Web. 27 Sep 2020.

Vancouver:

Westerhof J. DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?. [Internet] [Masters thesis]. East Carolina University; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10342/4911.

Council of Science Editors:

Westerhof J. DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?. [Masters Thesis]. East Carolina University; 2015. Available from: http://hdl.handle.net/10342/4911

25. Bouck, Christine L. Barker. The Questions of High School Students with Learning Disabilities About Attending College.

Degree: 2011, NC Docks

Students with learning disabilities currently comprise the largest number of students with disabilities in the public schools. Despite this very few of them go on… (more)

Subjects/Keywords: College attendance – United States; Students with disabilities – United States; College students with disabilities – United States; Learning disabled teenagers – Education – United States; Curriculum planning – United States

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APA (6th Edition):

Bouck, C. L. B. (2011). The Questions of High School Students with Learning Disabilities About Attending College. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2011. Thesis, NC Docks. Accessed September 27, 2020. http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

MLA Handbook (7th Edition):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2011. Web. 27 Sep 2020.

Vancouver:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

Council of Science Editors:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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


University of Southern California

26. 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 September 27, 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. 27 Sep 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 Sep 27]. 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


Northeastern University

27. Smith, Lori. The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 The transition to college can be a difficult time for recent high school graduates. There are additional challenges for students with disabilities related to obtaining… (more)

Subjects/Keywords: college student development; college transition; disability stigma; non-visible disabilities; students with disabilities; transition planning; Higher Education; Higher Education Administration; Special Education and Teaching; College students with disabilities; Services for; Learning disabled; Education (Higher); People with disabilities; Education (Higher); Sociology of disability; Stigma (Social psychology); Student adjustment

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

APA (6th Edition):

Smith, L. (2014). The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018703

Chicago Manual of Style (16th Edition):

Smith, Lori. “The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed September 27, 2020. http://hdl.handle.net/2047/d20018703.

MLA Handbook (7th Edition):

Smith, Lori. “The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 27 Sep 2020.

Vancouver:

Smith L. The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2047/d20018703.

Council of Science Editors:

Smith L. The ; The experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations; experiences and sense-making of students with non-visible disabilities on their transition to college and utilization of academic accommodations: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018703


University of North Texas

28. Raviotta, Sara. Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD).

Degree: 2017, University of North Texas

 This research explores the need for a unique, self-help manual to provide music students with diagnoses of dyslexia under the umbrella of specific learning disorder… (more)

Subjects/Keywords: ADHD; Dyslexia; Specific learning disorder; Neurodevelopmental disorder; Education, Music; Education, Special; Special education.; Music  – Instruction and study.; Musicians with disabilities.; Students with disabilities.; Academic theses.

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

APA (6th Edition):

Raviotta, S. (2017). Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD). (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984211/

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):

Raviotta, Sara. “Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD).” 2017. Thesis, University of North Texas. Accessed September 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc984211/.

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

MLA Handbook (7th Edition):

Raviotta, Sara. “Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD).” 2017. Web. 27 Sep 2020.

Vancouver:

Raviotta S. Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD). [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Sep 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984211/.

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

Council of Science Editors:

Raviotta S. Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD). [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984211/

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


Texas A&M University

29. 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 September 27, 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. 27 Sep 2020.

Vancouver:

McAdams-Ducy E. When Students Grieve: Teachers of Students With Intellectual Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Sep 27]. 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

30. 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 September 27, 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. 27 Sep 2020.

Vancouver:

Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Sep 27]. 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

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