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241.
Special education in Christian schools: Post-professional development support
by Lane, Julie M., Ed.D.  Pepperdine University. 2011: 264 pages; 3475101.
242.
The commitment of elementary school teachers to inclusive education for children with disabilities
by Cox, Margaret, Ed.D.  University of Central Florida. 2009: 102 pages; 3401067.
243.
Teacher Perspectives of Inclusion for Students with Autism: an Interpretative Phenomenological Analysis Study
by Becerra-Murillo, Karina, Ed.D.  American College of Education. 2020: 133 pages; 28257877.
245.
246.
College and Career Transition: A Bridge to Postsecondary Success for High School Special Needs Students
by Glover, Stephany, Ed.D.  California State University, Long Beach. 2019: 173 pages; 13897358.
249.
The preparation and self-efficacy of teachers of students with emotional and behavioral disabilities
by Higgins, Claire F., Ph.D.  University of Massachusetts Boston. 2016: 218 pages; 10118495.
251.
Examining attitudinal change in elementary school students as a result of an ability awareness program
by Chupka, Pamela M., M.S.  California State University, Long Beach. 2013: 87 pages; 1523197.
252.
The Effects of Professional Development for the Alt-MSA: Impact on Classroom Instruction
by Austin, Susan Foster, Ph.D.  College of Notre Dame of Maryland. 2011: 227 pages; 3454665.
255.
Co-teaching: An Interview-Based Study of the Perceptions of Secondary Co-teachers
by Sipe, Elizabeth A., Ed.D.  University of Pittsburgh. 2019: 75 pages; 22622765.
256.
257.
Perceptions of parents of preschool children with and without disabilities regarding inclusion
by Hilbert, Dana Dawn, Ed.D.  The University of Oklahoma. 2009: 174 pages; 3355800.
258.
Perception of students with disabilities: An assessment of attitudes held by pre-service teachers
by Kitchen, Suzanne Gosden, Ed.D.  West Virginia University. 2007: 96 pages; 3300882.
260.
Parents involvement in transition planning for their young adult children with intellectual disabilities
by Martinez, Donna Claire, Ed.D.  The George Washington University. 2008: 420 pages; 3331458.
261.
The effects of transition intervention on students with mild disabilities
by Niemann, Yvonne Anton Kelley, Ph.D.  University of Louisville. 2007: 374 pages; 3293525.
262.
Community College Success of Students with Disabilities
by Brophy-Felbab, Shayne M., Ph.D.  Chapman University. 2021: 264 pages; 28321182.
264.
Benefits of Camp Programs for Children and Adolescents with Chronic Conditions
by Hunefeld, Alexandra, M.A.  Mills College. 2018: 45 pages; 10790978.
265.
Hands-On or Hands Off: Teaching Math Using Hands-On Math Manipulatives vs. Traditional Lecture
by Olson, Jacqueline E., M.A.  Trinity Christian College. 2017: 31 pages; 10639674.
266.
Legal advocacy program for low-income children with disabilities: A grant proposal
by Bockler, Tina, M.S.W.  California State University, Long Beach. 2014: 69 pages; 1527679.
267.
School psychologists' perceptions of procedural fidelity in special education
by Mc Adams, Ashley N., M.A.  California State University, Long Beach. 2012: 64 pages; 1522243.
268.
270.
What Principals Need to Know and Be Able to Do to Support Effective Secondary Transition Programming
by Lehman, Emily Traynor, Ed.D.  The George Washington University. 2020: 254 pages; 27831275.
241 - 270 of 47212 displayed.
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