Tesis sobre el tema "Special education"
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Hayward, Joseph Thaddeus. "The special education director, the elementary school principal, and special education leadership /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901383.
Texto completoTypescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Kay Alicyn Ferrell. Bibliography: leaves 122-132.
Russell, Pamela J. "Special education administrators' perceptions of mandatory comparability of special education rooms to regular education rooms /". Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.
Texto completoMcKenzie, Patricia Jay. "Early childhood : special education". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Texto completoEducation, Faculty of
Graduate
Sexton, Corrine M. "Successful special education practices". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Texto completoRoach, Amanda Janelle. "Teacher burnout special education versus regular education /". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.
Texto completoNewton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.
Texto completoSmith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.
Texto completoDykstra, Patricia. "Common characteristics of successful special education referrals : initial referrals resulting in special education placement". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dykstrap.pdf.
Texto completoSuelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /". Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.
Texto completoTitle from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
Mandrell, Christy Dee. "Teacher effectiveness in special education /". View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.
Texto completoPeterson, Deborah. "Parental participation in special education". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.
Texto completoChung, Holly Elizabeth. "Paraeducators in special education classrooms /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
Collins, Rob. "Computer applications to special education". Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238175.
Texto completoKottas, Vasileios. "Special Education in Greece: Review". Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33801.
Texto completoMcKinney, Judith. "The Privatization of Special Education". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.
Texto completoParikh, Radha Mani. "Computing technology in special education /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.
Texto completoJonzon, Louic. ""Special education" på Nya Zeeland : En beskrivande studie om Special education på en nyzeeländsk grundskola". Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5472.
Texto completoHenderson, Jasolyn L. "Disproportionality in special education the relationship between prereferral intervention teams and the special education process /". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04162008-224841/.
Texto completoTitle from file title page. Stephen Truscott, committee chair; Andrew Roach, Deborah Crockett, T. Chris Oshima, Miles Irving, committee members. Electronic text (164 p.) : digital, PDF file. Description based on contents viewed Aug. 5, 2008. Includes bibliographical references (p. 143-164).
Oketch, Skeeter A. "Special education in Kenya evolution or revolution: comparison with the British system of special education". Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2436.
Texto completoThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
Henderson, Jasolyn Lashon. "Disproportionality in Special Education: The Relationship Between Prereferral Intervention Teams and the Special Education Process". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/22.
Texto completoPhillips, Ronald Sydney. "Special education: The status of special education services in Indian band-operated schools in Manitoba". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187017.
Texto completoAshby, Marlene. "Special Ideas". TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1856.
Texto completoSindelar, Paul T. y Lori J. Marks. "Alternative Route Training: Implications for Elementary Education and Special Education". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3530.
Texto completoHatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.
Texto completoOlson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.
Texto completoCharley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.
Texto completoRich, Elizabeth. "No special education child left behind? a review of NCLB and its effects on special education /". Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1395.
Texto completoSingh, Suruchi. "Knowledge of Special Education Law Among Administrators in a Southern California Special Education Local Plan Area". Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685704.
Texto completoThe purpose of this study was (a) to identify the knowledge of special education law among administrators within a SELPA in California and (b) to identify the training needs of administrators; 65 administrators participated in this quantitative study, yielding a response rate of 84%. A survey created on the six principles of IDEA was used with administrators (principals and assistant principals) who serve approximately 42,000 students at 50 public schools. Analysis of data revealed that Hypothesis 1, which projected that 51% or more administrators would perceive their knowledge of special education law as average or better, was supported. Hypothesis 2, which predicted that 51% or more administrators would not be able to attain the 70% criterion of basic knowledge on the survey of knowledge of special education law, was supported by the findings of the study. Hypothesis 3, which anticipated a positive gap between perceived and actual knowledge of special education law for administrators, was supported. Hypothesis 4, which predicted a positive relationship between administrators' education level, position, years of experience as an administrator, and their actual knowledge of special education law, had partial support. A positive significant correlation was found between participants' current position and their total knowledge of special education law. Hypothesis 5, which anticipated a positive gap between the administrators' training needs and their actual assessed knowledge of special education law, was supported. Training areas of IDEA principles that require expanded emphasis include LRE, procedural safeguards, FAPE, evaluation, and parental participation. The results of this study will guide administrators to proactively and eagerly embrace the need to expand their knowledge, experiences, and professional acuity in special education. As for future research, effective communication and collaboration between administrators and parents should be studied in light of its impact on litigation. Additionally, a similar study, using the same survey, should be conducted with district superintendents and the results studied in light of their respective special education programs. Lastly, the field may benefit from a Delphi study utilizing a panel of experts to study and support the need for administrative training in special education.
Johnson, Amanda R. "Issues of equity among team members in special education: Voices of parents new to special education". Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3552.
Texto completoRudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.
Texto completoCunningham, Kimberly Alaine. "Special Education Teachers' Perspectives Regarding Needed Support to Retain Special Educators". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7222.
Texto completoTaylor, Deborah. "Special Education Students and Standardized Assessments". Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.
Texto completoSpecial education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determine if there was a relationship between how teachers from the two groups responded to survey statements and how students actually scored on the Missouri Assessment Program (MAP) for the years 2012-2014. Finally, data were analyzed to determine the perceptions of the two groups on the use of special education students’ assessment results for teacher evaluations. Sixty-three (N = 63) teachers, 30 regular and 33 special education teachers, from the Southwest Missouri region participated in completing a survey. Results indicated teachers in both groups negatively viewed the idea of special education students taking the same standardized assessments, with or without accommodations, as their non-disabled peers. In addition, a statistical relationship was found between the regular education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2013, 2014), and a statistical relationship was found between special education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2012) and math (2013). Finally, the data showed teachers in both groups negatively viewed the idea that special education students’ MAP scores should be used in teacher evaluations.
DuBois, Elizabeth Ann. "The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?" Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286409.
Texto completoDisproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers’ experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers’ views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process . In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process when considering the needs of an ELL student who is struggling academically and incorporating culturally response teaching methods in both general and special education.
Schnittger, Edward J. "Perceptions of special education adminstrator effectiveness". Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39426.
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Henderson-Black, Keisha. "Special Education Compliance Manual for Administrators". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196031.
Texto completoMcNamara, Karen. "Special education understandings of prospective teachers". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.
Texto completoIvey, Frances Winfrey. "A Study of Virginia Administrators with Responsibility for Division Special Education Services and Knowledge of Special Education School Law". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29744.
Texto completoPh. D.
Librea-Carden, Mila Rosa Latina PHD. "Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274.
Texto completoKennedy, Benjamin Clayton. "Special education directors' perceptions on how no child left behind influenced special education services in North Mississippi /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967061&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258143196&clientId=22256.
Texto completoSheldrake, Danielle Angelina. "A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1499.
Texto completoLeavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.
Texto completoTitle from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.
Hamilton, Leah W. "Project study: An action plan for implementing Response to Intervention". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/834.
Texto completoMohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.
Texto completoTewalt, Brandon J. "Special education teachers' personal time and money /". connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/37974.
Texto completoGates, Justin J. "A Legislative and Judicial Analysis of Individualized Education Program Related Services". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1414597212.
Texto completoWhite, Donna. "Regular education and special education toward improving high school inclusion /". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.
Texto completoElder, Hinshaw Rebecca. "Universal Design for Learning procedures in special education teacher education". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319893.
Texto completoTitle from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.
Tanner, Brandi L. "Factors influencing special educators' perceptives regarding the reintegration of special education students". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001926.
Texto completoTaylor, Jack B. "The relationship of type of placement and program duration to the academic self-esteem of learning-handicapped elementary students". Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3510.
Texto completoNyarambi, Arnold y L. Zagumny. "Triangulation of Document Analysis, Interviews, and Key Consultations in Investigating Post-Genocide Rwandan Special Education: A Methodological Analysis". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8255.
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