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1.
Proactive Design and Inclusive Practices: Universal Design for Learning in Higher Education
by Bradshaw, Denia Guadalupe, Ed.D.  California State University, Los Angeles. 2020: 191 pages; 28086468.
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Universal Design for Learning and Pre-Service General Education Teacher Preparation
by Vitelli, Edward M., Ed.D.  The George Washington University. 2013: 214 pages; 3592441.
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Universal design for learning: Perceptions of faculty and students at a northeastern community college
by Gawronski, Michael E., Ph.D.  Colorado State University. 2014: 146 pages; 3672028.
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Planning for Universal Design for Learning in the early childhood inclusion classroom: A case study
by Stone, Jennifer, Ph.D.  The University of Texas at San Antonio. 2013: 150 pages; 3594620.
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Technology Enhanced Learning for English Language Learners
by Stevens, Mark, Ph.D.  George Mason University. 2018: 269 pages; 10981068.
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Another way to understand gifted and dyslexic: Hypothetical transformation via an indigenous worldview
by Inman, John Lawrence, Ed.D.  Fielding Graduate University. 2015: 201 pages; 3685621.
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Next Evolution of Workforce Experiential Learning for 21st Century Global Access Learners
by Darnell, Jasmine D., Ed.D.  Pepperdine University. 2020: 253 pages; 28148869.
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Adapting Science Education for Hearing Impaired Students in a Moderate-to-Severe Special Education Middle School Classroom
by de Jonge, Maureen H., M.S.  California State University, Long Beach. 2018: 91 pages; 10785296.
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Teachers' Attitudes about Teaching Adolescent Refugee Students
by Daniel, Lynn Rochelle, Ph.D.  Concordia University Chicago. 2020: 181 pages; 28260209.
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Reflective Artmaking Coupled with Service-Learning: Making Community Visible
by Donald, Bridgett Faith, Ph.D.  University of Pittsburgh. 2017: 311 pages; 10645780.
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Best Practices for Addressing the Achievement Gap for Hispanic Elementary Students
by Greene, Megan C., Ed.D.  Brandman University. 2019: 179 pages; 13806388.
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Learning together: Community and network from the perspective of designers of online learning
by Kaulback, Brenda G., Ph.D.  Fielding Graduate University. 2015: 320 pages; 3719286.
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The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development Teams
by Stengel, Paul Joseph, Ed.D.  Teachers College, Columbia University. 2020: 183 pages; 27993696.
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Promoting Learning of Instructional Design via Overlay Design Tools
by Carle, Andrew Jacob, Ph.D.  University of California, Berkeley. 2012: 98 pages; 3555605.
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