Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 16, 2007). PDF text: vi, 113 p. ; 1.14Mb UMI publication number: AAT 3236904. Includes bibliographical references. Also available in microfilm and microfiche formats.

D.Ed. / Talent is a gift from God. Talented/gifted children possess special abilities/achievements. Children reveal talents in various spheres and it is of vital importance to identify these talents. As talented children are present everywhere in our schools, it is the teachers' responsibility to identify them as soon as possible. No country can afford to lose these leaders of tomorrow ...

<p>The purpose of this research has been to study and find out if a diagnose AD/HD is of importance. Does a diagnostic significance matter for how to support and respond to children in school? Are diagnosed children with signs of AD/HD treated differently than children without diagnosis? My study is based on input from teachers, special educators, from two different schools and also one doctor and one parent.</p><p>I have interviewed teachers, special educators, one physician and one parent. I have been using qualitative interviews with tape recorders and emailed them with open questions. I have been using literature; see bibliography. And my own experiences with the meeting of these children have meant a lot to me when I typed. First of all, I have focused on what AD/HD is, the diagnosis, medication and treatment of AD/HD. After that I continued to analyze my questions to see what emerges from the interviews made. Are they treated the same, does the diagnose make a difference to how these children are treated? Or do they need special medication to see a difference or other methods.</p><p>The result is that the diagnosis does not mean so much to a child with AD/HD in today's schools. It may be a response to something that is different and there is often a relief to have that confirmed. That it reduces the guilt of parents, teachers and even the child.  What matters is how the child responds, and the support provided to the child. I can also see a difference in the children who taking medication, both positively and negatively.</p>

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 207-210).

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes bibliographical references (leaves 259-268). Available online via OhioLINK's ETD Center.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 13, 2007). PDF text: 115 p. : col. ill. UMI publication number: AAT 3225886. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 167-181). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 97-108).