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Dissertations / Theses on the topic 'Children with special needs education'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Hollingsworth, Denise Jo. "Special education needs among children exposed to domestic violence." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2378.

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The purpose of the study is to discover whether exposure to domestic violence leads to higher rates of special education placement. The problem of concern is the effect of domestic violence exposure to children, which results in psychological and behavioral problems that may lead to school difficulties and placement in special education programs.

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2

Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any c

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3

Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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4

Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.

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5

Wehrmann, Lorrance Ann. "Stress Levels of Parents of Homeschooled Versus Public-Schooled Special Needs Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1831.

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Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the f

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6

Hale, Kimberly D. "What Can You Do for Young Children with Special Needs?" Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7040.

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7

Partlo, Sally. "Meeting Learning Needs of Children With Autism Spectrum Disorder in Elementary Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4672.

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In a southeast school district, students with autism spectrum disorder (ASD) are taught by elementary general education teachers despite their lack of training to meet the needs of such students. To provide effective education that supports the learning needs of students with ASD, exploration of the problem was needed. The intended outcome of this qualitative case study was to provide information to district administrators that could be used to develop interventions to help general education teachers meet the learning needs of students with ASD. The Iovannone, Dunlap, Huber, and Kincaid model

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8

Coates, Janine Kim. "Let the children have their say : experiences of children with special educational needs in physical education." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5972/.

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9

Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.

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10

Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.

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11

Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.

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The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction

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12

Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.

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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support tea

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13

Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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14

Paulsen, Magdalena Elizabeth. "Co-operative learning for learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53734.

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Dissertation (PhD)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training

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15

Ramli, Satilawati. "Gifted children and their educational needs : a study of Malaysia's Ministry of Education preschool programme." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50416/.

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This thesis explores the educational needs and range of strategies used for educational provision for gifted children in Malaysia’s Ministry of Education preschool programme. A review of literature relating to international theory and existing research in gifted education and empirical work of teaching gifted children were carried out. The literature review examines the dominant theories of intelligence and giftedness in general. It also includes the historical background of definitions of giftedness as well as methods for its measurement, before specifically focusing on the concept of giftedn

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16

Jones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.

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17

Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasive

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18

Vickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.

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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of polic

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19

Boggs, Teresa. "Adapting Parks and Recreation Programs to Meet the Needs of Children with Special Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1513.

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20

Smith, DeVona Diana. "Childcare Providers’ Attitudes about Inclusion of Children with Special Needs." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.

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21

Punshon, Heather Anne. "Education of children with special needs, the fiscal story of three school divisions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0032/NQ63964.pdf.

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22

Hassanein, Elsayed Elshabrawy Ahmed. "The inclusion of children with special education needs in mainstream schools in Egypt." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507150.

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23

Lockett, Andrew. "A contextual orientation to assessing the special educational needs of pre-school children." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338242.

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24

Glynn-Rule, Linnea. "The family as educator : a study of families with children with special needs." Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359550.

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25

Pierman, Eleanor L. "Wiggle Room: The Impact of Dance on Pre-K Children with Special Needs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468414976.

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26

Poon, Tsz-ying, and 潘芷盈. "Attitudes of pre-service kindergarten teachers towards children with special educational needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039808.

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27

Chhetri, Kishore Kumar. "Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84747/1/Kishore%20Kumar_Chhetri_Thesis.pdf.

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This study investigated Bhutanese teachers' concerns and experiences in teaching children with Special Educational Needs in both inclusive and special schools. A mixed method design, combining quantitative and qualitative methods was used to answer the research questions. The aim of collecting quantitative data was to identify the key concerns. The aim of collecting qualitative data was to find out how teachers were experiencing including students with SEN in the classrooms. In doing so, three major issues were highlighted from this study: lack of classroom and human resources, lack of policy

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28

Allan, Julie. "Pupils with special educational needs in mainstream schools : a Foucauldian analysis of discourses." Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/2190.

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This research focuses on pupils with special needs in mainstream schools. It is concerned with how their identities and experiences are constructed at a formal level, within official documents, and informally, in the way the pupils are talked about. A Foucauldian perspective provided the framework for analysing formal and informal discourses and the power/knowledge relations these contain. Formal SEN discourses were examined by analysing the Warnock and HMI reports and earlier official documents. At an informal level, accounts were obtained from eleven pupils with a range of special educationa

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29

Aidoo, Dora. "An analysis of the management of state-maintained special schools for children with hearing impairment in Ghana." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558855.

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To date the management of state-maintained special schools for children with hearing impairment (SMSSCHI) in Ghana has not been extensively researched. As a result, the way such schools are managed is inadequately understood. This research sought to address that lack of understanding. The aim of the research was to examine the nature of the day-to-day management activities in SMSSCHI to refine our current understanding of such schools. Research questions focused on the nature of the day-to-day management; the organisational challenges; the relationships between the SMSSCHI and stakeholders inc

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30

Jarrett, Nicholas. "Teacher attitudes to the inclusion of children with special educational needs." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550411.

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31

Williams, Kasia. "Home educating children with special educational needs : an exploration of how mothers experience this unique learning relationship." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22878/.

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This research explores how mothers home educating a child with special educational needs (SEN) experience their relationship with their child. As home education is gaining in popularity it is important to understand this learning relationship in more detail, particularly as the profession of educational psychology is largely driven by knowledge of more traditional educational settings. A review of the literature indicated that there is minimal existing research examining this particular relationship, with even less exploring the experiences of mothers home educating children with SEN. As the r

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32

Newman, Linda. "Building the bridges: the transition to school for children with special needs and their families." Thesis, View thesis View thesis, 1995. http://handle.uws.edu.au:8081/1959.7/25.

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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of pl

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33

Newman, Linda, of Western Sydney Nepean University, and Faculty of Education. "Building the bridges: the transition to school for children with special needs and their families." THESIS_FE_xxx_Newman_L.xml, 1995. http://handle.uws.edu.au:8081/1959.7/25.

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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of pl

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34

Mapsea, Allan Jim. "Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study." The University of Waikato, 2006. http://hdl.handle.net/10289/2391.

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The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five distri

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35

Sonaike, Adeola. "Weight Management Counseling and Obesity Severity in Children With Special Health Care Needs." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1510.

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Epidemiologic surveillance indicates an increased susceptibility to obesity among children with special health care needs (SHCN) in comparison to children without. The present study investigated this disparity in weight severity between both groups, with a focus on the provision of obesity management counseling by physicians. This study consisted of a retrospective medical record review that acknowledged the effect of patient-provider interactions on health behaviors and risk perceptions. An independent sample t test compared the incidence of clinician-initiated obesity management counseling r

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36

Burgess, Patricia D. "Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.

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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the

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37

Güdelhöfer, Ina. "Outdoor Education and the Inclusion of Children with Special Needs : A Case Study from Germany." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129652.

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Inclusion recognises the diversity of people and aims to use these differences as advantages. Since the ratification of the Convention on the Rights of Persons with Disabilities in 2009 there have been changes to the educational system in Germany; children with special needs are now attending general schools. This change has developed complex debate in societies discourse and the media. It has highlighted the need for changes within the education sector that support inclusion and allow all students to participate on their level. Within the field of Outdoor Education, learning contains practica

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38

Moran, Patricia E. "Enabling special needs students to succeed through whole language strategies." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/769.

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39

Sulkowski, Jennifer Suzanne. "Health, Wellness, and Ecological Impacts of Horse Therapy for Special Needs Children." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3727.

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The benefits of horse therapy for special needs children have been documented for centuries, but direct experience and perspective from special needs children and their families involved in horse therapy are missing from the literature. The purpose of this study was to enhance understanding on the health, well-being, and ecological impacts of horse therapy for special needs children, and to demonstrate how horse therapy aligns with public health, by interviewing 8 special needs families who utilize the therapy, 8 adults who underwent horse therapy as children, and 12 ecological experts in loca

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40

Watanabe, Airi. "Perceptions of barriers to suitable education for children with medical needs in England and Japan." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4834/.

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This study investigates the difficulties of ensuring a suitable education for children with medical needs. The aims are to identify barriers to education and to suggest possible areas for improvement. The research questions are: (1) What are the educational needs of children with medical needs? (2) How do the systems function to respond to the child’s needs? (3) What are the barriers to suitable education for children with medical needs? The study reports on two case studies undertaken in England and Japan, in which data were collected from a range of stakeholders (people who experienced hospi

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41

Kwong, Hung-piu. "The needs of integration & inclusive education in the Hong Kong context." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.

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42

Farmakopoulou, Ignatia. "Collaboration between education and social work authorities in assessing children's special educational needs." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22203.

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This thesis comprises an exploratory study of inter-professional and inter-agency collaboration between Scottish education and social work authorities in assessing the special educational needs of children under 5. In involves an investigation of collaborative arrangements as well as an examination of the experiences and perceptions of a number of key players involved in the process of assessment. The study is set against a background in which a series of policies advocate, and in some cases require, interagency collaboration, while reports from the field demonstrate that such collaboration is

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43

O'Brian, Mary M. Smith Paula J. "A comparative study of paradigms related to the assessment process for determination of individual student needs a journey through the maze /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803732.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.

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44

Heath, Mimi L. "Inclusive learning environments an analysis of early intervention service options for preschoolers with special needs /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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45

Simpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.

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46

Hill, Chloe L. "A Content Analysis of Phonemic Awareness: Effective Strategies and Approaches for Children with Special Needs." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336844727.

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47

Everhart, Julie M. "The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250469942.

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48

Kitsiou, Maria. "Children of a lesser school : An interdisciplinary study on disability in the Greek educational reality." Thesis, Linköpings universitet, Institutionen för tema, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117416.

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ABSTRACT What is the situation for disabled children in the Greek educational system today, in the aftermath of the deep-seated socio-economic crisis? The present study is going to give an insight in children disability and how this is handled by the Greek educational system. To specify and illustrate the need for a qualitative perspective, it is necessary to take into consideration not only the exact numbers of disabled students and schools existing for them, along with the usefulness and functionality of their facilities, but also different qualitative aspects and intersecting parameters det

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49

Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.

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50

Amaireh, Saleem. "Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.

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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The q

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