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Dissertations / Theses on the topic 'Education and Development of Deafblind Children'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Hodges, Elizabeth Mira. "Learning styles in deafblind children : perspectives from practice." Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/12/.

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This thesis explores the concept of learning styles as they relate to the education of deafblind children. A literature review concludes that assessment of learning may be more effective than assessment of skills. The practice of assessment in the UK is researched through the use of a survey of teachers of deafblind learners. This survey indicates that teachers favour informal observational assessments, and that they do not currently assess learning style, and may not know what it is. A second literature review and other arguments show that the concept of learning style is relevant to deafblin

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2

Brown, Ronald Hunter. "Validation of the modified Basic Life Skills Screening Inventory." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184345.

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Rehabilitation and education are faced with the growing need for adequate and appropriate assessment tools for over 9,000 congenitally deaf-blind persons in this country. These tools are needed to help form the basis for evaluation of these clients/students so that programs appropriate to their specific needs can be determined. In the past, assessment of the functional development of this population has been based on tests standardized on populations of non-handicapped individuals. These measuring primarily language abilities, and experiential factors. Observational procedures can examine the

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3

Little, Catherine Anne. "A study of metaphor development in young gifted children." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.

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4

Compton, Constance Anne. "Interactive writing and the literacy development of first-grade children /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891513272.

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5

Hoopes, Marva L. "The power of story in the spiritual development of children." Thesis, Biola University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589727.

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<p> In a child's life, the church has minimal time to make a maximum impact. The time children are in church must not be wasted, but should be spent in valuable and life changing ways. Stories have long been included in Christian education, but is the practice of telling stories something that is continued merely because "we've always done it this way," or is there merit in continuing their use? Story is a wildly popular theme in Christian education today and children love stories, but there is more to a story than mere amusement? Parents and Christian educators wrestle with questions such as

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6

Flett, Marion. "Education for mothers and children : a contribution to community development." Thesis, University of Aberdeen, 1991. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU039597.

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The focus of this study is the exploration of whether two-generational approaches to education for mothers and children can enhance the process of community development and lead to community empowerment. Using an action research model of intervention, a community based project was initiated to develop educational opportunities for young children and families in a low income, urban neighbourhood. Parents, particularly mothers, were supported in their role as primary educators of their own young children and as individuals in their own right with wider interests and concerns. A wide range of act

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7

Carroll, Julia M. "The development of phonological awareness in pre-school children." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

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8

Ullestad, Krista. "Leadership development for elementary students." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:104.

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9

Chi, Marilyn Mei-ying. "An exploration of the development of early literacy in Chinese-speaking children /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555441873.

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10

Janjua, Fatima. "Language and cognitive development in very young deaf children." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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11

Welburn, Barbara. "Language development among autistic children in integrated and special education settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63997.pdf.

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12

Lange, Alissa A., and Hebbah El-Moslimany. "Early Childhood STEM Professional Development to Improve Outcomes for Educators and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4191.

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13

Thomson, Donna R. Morrison George S. "Growing in favor with God young children's spiritual development and implications for Christian education /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9823.

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14

Ronan, Judith M. Rhodes Dent. "Professional development for inclusion through real-time, multimodal conferencing." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986990.

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Thesis (Ed. D.)--Illinois State University, 2000.<br>Title from title page screen, viewed May 16, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Ione M. Garcia, Ming-Gon John Lian. Includes bibliographical references (leaves 143-162) and abstract. Also available in print.

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15

Brum, Christopher. "Literacy Supporting Communication Development for Children with Congenital Deafblindness." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107176.

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Thesis advisor: Susan M. Bruce<br>The effects of deafblindness are much greater than simply combining the effects of the individual’s vision loss with the effects of their hearing loss, because these senses strongly support one another (Silberman, Bruce, & Nelson, 2004). Even though most individuals have some residual vision and hearing, deafblindness limits access to the environment, resulting in a distorted perception of the immediate surroundings (van Dijk, Janssen, & Nelson, 2001). The implications greatly limit the individual’s opportunities for incidental learning and significant

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16

Johnson, Sandra Mary. "Reviewing Lownveld [sic] : the schematic development of children in the twenty first century." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/8633.

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Includes bibliographical references.<br>When children discover the ability to make marks, a journey of exploration begins that is both fascinating and inevitable. One could almost believe that they have attended inter-uterine art instruction. According to Viktor Lowenfeld the intentional, spontaneous drawing of children follows a typical development that appears structured and predictable. The understanding of these developmental stages has formed an important part of the training of primary school art teachers at the Cape Town College of Education for decades, and is currently still used in t

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17

Leung, Sai-kit Thomas. "A case study on the implementation of the personal and social development curriculum within a social development school in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963456.

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18

VanDover, Teresa. "The development of a Missouri teacher beliefs scale for inclusive practices /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924936.

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19

Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.

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Due to gaps in literature exploring communication outcomes in Deaf and Hard of Hearing (DHH) children with access to more than one spoken language, limited agreement on optimal language use for DHH children, and an ongoing cultural and linguistic loss in this population, the aim of this pilot study was to further the literature and comprehensively explore the impact of oral bilingualism in DHH children. Participants were self-selected and recruited primarily through relevant social media. Speech and language development in children were observed and quantified at two time points (at the time

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20

Arrow, Alison Wendy. "Potential precursors to the development of phonological awareness in preschool children." Thesis, University of Auckland, 2007. http://hdl.handle.net/2292/2362.

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Phonological awareness is one of the most important metacognitive skills needed for literacy development. However, the relationships between preschool phonological awareness and pre-literacy skills are only just beginning to be examined. An important area is the study of potential precursors to phonological awareness. The current research proposed that phonological awareness develops along a continuum of linguistic awareness beginning with syllables and moving towards the smallest level of the phoneme. In the current research, potential precursors were examined in two studies. The first study

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21

Chau, Clement L. "Positive Technological Development for Young Children in the Context of Children's Mobile Apps." Thesis, Tufts University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624692.

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<p> This dissertation examines the extent to which children's tablet software applications, commonly called <i>apps,</i> are designed appropriately to promote the optimal development of preschool children aged three to five. This study extends previous research, particularly the theoretical frameworks of <i>developmentally appropriate practice</i> and Bers' <i> positive technological development.</i> The researcher argues that, for children's mobile apps to be developmentally meaningful, they need to satisfy three conditions: (1) apps must be designed appropriately to accommodate the developme

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22

Austin, Jerry Patricia Gentry. "The Early Literacy Development of Young Mildly Handicapped Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330666/.

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The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study include

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23

Camaya, Claribel. "Teachers' perceptions of social skills instruction for children with autism spectrum disorders." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742176.

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<p>The purpose of this phenomenological study was to explore how educators describe their lived experiences with regard to addressing social skills challenges for children with ASD and what meaning can be derived from the experiences of those educators. Digitally recorded semistructured interviews were conducted with twelve educators working in school settings in Southern California. The participants held a variety of titles and all participants had at least six years of experience teaching social skills to children with ASD. Findings from this study resulted in five major thematic groups: (a)

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24

Koseff, Davidah. "The development of rhythm in young children aged one to four years." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2143.

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The aim of this study was to assess how young children between the ages of one and four years develop rhythm skills. The project was a pilot study conducted at 11 preschools and day care centers in Stockton, California, and included 60 children. Thirty behaviors comprised the test of various aspects of rhythmic performance. The children were video-taped and the tapes were then analyzed. By examining how many children in a particular age group could perform a particular task, a sequence became apparent. This body of research can now be used as a basis for further studies with the aim of establi

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25

Morris, Anne Krislov. "Development of algebraic reasoning in children and adolescents: cultural, curricular, and age-related effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114114516.

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26

Lange, Alissa A., and Kimberly Brenneman. "Effects of a STEM Preschool Professional Development Model on Teachers, Coaches, and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4194.

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Preschool STEM is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs. The objectives of the SciMath-DLL professional development (PD) model are to increase preschool teacher knowledge and improve classroom instruction around science, technology, engineering, and mathematics (STEM), improve educators’ attitudes toward teaching STEM, enhance classroom supports for dual language learners (DLLs), and improve coaching. This paper reports on the effects of participat

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27

Charles, Anna Elise. "Artistic Development Among Young Children: Evaluating Identity, Confidence, and Ability in the Saturday Morning Art Workshops." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/4828.

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Purpose: The purpose of this study was to evaluate artistic development of young children enrolled in the comic class as part of the Saturday Morning art workshops. I wanted to understand whether the children's artistic identity, confidence and ability in the comic workshop increased over time. Methods: I used a case study method to evaluate development among five participants, 9-10 year olds, in the comic workshop over seven weeks. I observed the children and interviewed them during the workshops, and I also evaluated the drawings they created in the workshop from the first and last weeks usi

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28

Demoville, Kathryn Lee. "The inclusion of parents in early childhood language and behavior development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2925.

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The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

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29

Kaufman, Kent R. "Beyond the atrium a case study for the development of adult participation in the Catechesis of the Good Shepherd /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003.<br>A case study conducted in a Chicago Catholic parish exploring adult participation in the Catechesis of the Good Shepherd. Vita. Includes abstract. Includes bibliographical references (leaves 209-213).

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30

Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry Curriculum Development: Transferring Personal Representation Experiences to Working with Children." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4212.

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31

Williams, Cheri. "The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.

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32

Choi, Joon Nyoun. "Training for the development of the parent's role for Christian education of children /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1730914761&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007.<br>Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 189-194).

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33

Myers, Joyce Eady Morrison George S. "Children's spiritual development analysis of program practices and recommendations for early childhood professionals /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12169.

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34

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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35

Cave, Victoria Louise. "An examination of the development process of hands-on educational exhibitions for children." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322232.

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36

Jurczyk, Ana Cristina. "Development of a tool to evaluate nutrition education websites for Latino parents of preschool children." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586866.

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<p> The purpose of this project was to create a tool to evaluate web-based educational sources that are geared towards Latino parents with preschool children to combat childhood obesity and to promote healthy lifestyles. The goals of this project were to increase awareness of the Latino childhood obesity problem and provide a tool to web developers to aid in the development of culturally appropriate nutrition education websites for preschool Latino children. </p><p> The primary evaluation tool is organized into eleven groups: site content, site functionality, site design, layout, readabi

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37

Anderson, Julia Harriet. "The role of storytelling and personal narrative in cognitive, moral, and oral language development." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Anderson_J%20MITthesis%202007.pdf.

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38

Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this diss

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39

Reed, Susanne. "The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279878.

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The purpose of this qualitative case study was to examine the beliefs and practices of itinerant teachers of deaf and hard of hearing (d/hh) students about literacy development. The study examined the match between the itinerant teachers' beliefs and their practices match and the effects of the itinerant setting on beliefs and practices. These are important questions in the field as so many d/hh students are currently enrolled in public school settings. Five itinerant teachers participated in the study and met the following criteria: spend 70% or more of their time providing itinerant services

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40

Horne, Joanna Kathryn. "Development and evaluation of computer-based techniques for assessing children in educational settings." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:11840.

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This thesis reports and discusses an integrated programme of research on computerised assessment in education, focussing on two themes. The aim of the first study was to develop and evaluate a computerised baseline assessment system for four to five year olds (CoPS Baseline). The aim of the second study was to develop and evaluate a computerised dyslexia screening system for the secondary school age group (LASS Secondary). CoPS Baseline was shown to be a reliable and valid assessment of pupils' skills in literacy, mathematics, communication and personal and social development on entry to schoo

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41

Jarrell, Jane Ellen. "Young children and the worship of the church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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42

Russell, Joseph. "High School Teachers' Perceptions of Giftedness, Gifted Education, and Talent Development." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984199/.

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In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to asses

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43

Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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44

Gallagher, M. "Factors affecting the development of mathematical concepts in children with spina bifida and hydrocephalus." Thesis, Open University, 1985. http://oro.open.ac.uk/54922/.

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45

Fritz, Dana R. "The nature of parent language prompts in early language development /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988660.

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46

Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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47

Pirie, Katrina Ishbel. "The development of food-based nutrition education and dietary assessment tools for prepubescent children." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340365.

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48

Andrews, Samantha Lee. "The general development and cognitive ability of a sample of children in specialized education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015714.

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The main aim of this study was to explore and describe the development and cognitive ability of a sample of children aged six to eight enrolled in specialised education, in the category of specific learning disability (SLD). This was achieved through the utilization of the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition and input from the trans-disciplinary team. A non-probability, purposive sampling method was employed and the sample consisted of eight participants. The multiple case study method was used in order to achie

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49

Wallace, Susan Larson. "Performance of school-age children of prenatal cocaine exposure: Five case studies." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618653.

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The purpose of this study was to examine the social and learning performance of school age children of prenatal cocaine exposure. The Behavioral Assessment System for Children (BASC) was used along with interviews, observations and document analysis for each individual case studied. The data collected through these methods was coded and examined for patterns and relationships in each case, and across cases.;Data analysis revealed that each case varied in the effects exhibited on a continuum from subtle to severe, as indicated in the literature. Social and behavioral patterns appeared to be mos

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Dyson, Alisa Shook. "Early childhood cognitive development a descriptive study on the effectiveness of preschool curricula /." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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