Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 94-99).

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 33-35).

Inaug. Diss. -- Göttingen. / Includes bibliographical references (p. [v]-vi).

Thesis (doctoral)--Universität Rostock. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1996. / Typescript. Includes bibliographical references (leaves 103-113).

Inaug. Diss. -- Göttingen. / Includes bibliographical references (p. [v]-vi).

Thesis (Ph. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 114-123).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 103-116).

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 71-75).

<p> The purpose of this qualitative case study was to determine how to make out-of-school programs more inclusive of youth with intellectual disabilities (ID) by analyzing inclusive out-of-school programs affiliated with Kids Included Together (KIT). KIT is an organization that provides training and resources for meaningfully including children with and without disabilities into community-based, out-of-school programs. The study examined the perspective of current and former youth with and without ID, their parents, KIT-affiliated staff members, and KIT&rsquo;s staff members via interviews. Observations of youth participating in recreational activities were completed. The sample consisted of 27 participants. Participants yielded 9 salient themes with multiple categories that emerged from the data. Each theme served as elements of inclusion toward meaningful inclusion of individuals with ID in out-of-school programs. Participants addressed key elements of inclusion required to create social change in out-of-school programs, educational settings, and community programs. The study also highlighted the barriers associated with inclusion and discussed specific strategies to address these challenges based on findings of this research. The knowledge gained from the study may have relevance for community-based programs that are interested in fostering a supportive and inclusive organizational culture. This study may raise awareness and training on how to support individuals with ID and it may provide opportunities to build resources and additional inclusive programs. The study provides practitioner recommendations on how youth with and without disabilities, their parents, staff members of out-of-school programs, school teachers, staff and administrators can implement inclusive practices in the community, out-of-school programs and educational settings. </p><p>