Thesis (M.A.)--Louisiana State University, 1938. / HTML version of 1938 master's thesis. Last viewed 2/13/2006. Typescript. Vita. Includes bibliographical references (leaves 96-98).

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 23, 2005. Dissertation Committee: Robert Arnold (chair), Ronald L. Laymon, Ronald Halinski, G. Alan Hickrod, Calvin Jackson. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.

Thesis (Ph. D.)--Guo li Taiwan shi fan da xue, 1990. / Cover title. Reproduced from typescript. Includes bibliographical references (p. 203-228).

Thesis (M.A.)--Louisiana State University, 1940. / HTML version of 1940 master's thesis. Last viewed 7/25/2007. Vita. Includes bibliographical references (leaf 65).

Thesis (M.A.)--Atlanta University. / HTML version of 1939 master's thesis. Last viewed 8/8/2008 Includes bibliographical references (leaves 139-140).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 388-413).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 388-407).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

A thesis submitted to the Faculty Arts in partial fulfillment of the Degree of Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2017 / The aim of this study was to evaluate the support services provision in schools. The study is based on inclusive education which advocates the importance of collaborative work by all stakeholders for effective implementation. System’s theory was considered since the schools are part of the community. Both qualitative and quantitative methods, combined with appreciative inquiry were employed. The sample consisted of 100 educators, 5 psychologists and 6 parents. Positive outcomes are visible from the respondents’ responses. The majority indicated an overwhelming support by the stakeholders. These findings indicated that educators are enthusiastic and dedicated to implementing inclusive education, despite some shortfalls. It is noted that the respondents’ biographical characteristics have positive influence on the perceived support services.