Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 73-82).

Thesis (Ed. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 116-130).

Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vii, 138 p. : ill. Includes abstract. Includes bibliographical references (p. 119-129).

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education. Title from title-page of electronic thesis. Bibliography: leaves 118-123.

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (June 19, 2004). Includes bibliographical references.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education Title from title-page of electronic thesis. Bibliography: leaves 285-302.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Joseph Torgesen, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Feb. 26, 2004). Includes bibliographical references.

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This study used ethnographic research methodology to examine the process of including children with special needs in a regular split grade 4/5 classroom. Participant observation was conducted over a ten month period. In-depth interviews were held with students, parents, regular classroom teachers, special educators, and administrators. Other sources of data included documents collected in the field, notes from informal discussions, videotapes, diagrams, and photographs. The thesis provides rich description and detailed analysis of the processes and supports used to address the diverse needs of aft of the children in the class. Among the findings: (a) participants' definitions of integration had an effect on the process of addressing the diverse needs of all of the children in the regular classroom, (b) the characteristics of the teacher and the strategies he employed were seen as critical to the success of this integration effort, and (c) reallocation of personnel and resources and provision for scheduled collaborative sessions for teachers were considered to be desirable adjustments to further balance the integration effort and to better fit resources and personnel to the people and area of greatest need. The goal of this study was to provide a richly detailed, comprehensive portrait of the integration process which can serve as a medium through which regular classroom teachers can familiarize themselves with the issues surrounding integration, anticipate problem areas and areas of strength, and plan strategies for success.

This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training. / School of Physical Education