Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Townsend. Vita. Includes bibliographical references.

Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006. / "Department of Rehabilitation." Includes bibliographical references (leaves 134-144). Also available online.

Thesis (MEdPsych)-- University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

This thesis documents, develops and demonstrates a novel form of praxis in relation to disability in Scottish Higher Education. 'Praxis', as I use the term in this thesis, refers to an ongoing, irreducible, collective process through which is enacted, in one and the same process: 'knowledgementing' (the construction and legitimation of knowledge claims); 'radical reflexivity' (the bringing to awareness and critical problematisation of interests served by what is thought, said and done by all relevant parties); and 'ideologically progressive social action' (the pursuit of emancipatory process and just outcomes and the contesting of'external and internal' institutional oppression). The meaning of praxis is explicated in this thesis and demonstrated in action with reference to disability in Scottish Higher Education. Particular attention is paid to explicating and demonstrating the conceptual unity of praxis and the interconnectivity in actuality of the practices, procedures and policies which disable in assemblages or apparatuses, as Foucault uses the terms. The interconnectivity of the praxis is, it is claimed, the key to unlocking the interconnectivity of the assemblages which produce and maintain disability in Scottish Higher Education. The thesis traces the connections between the various elements of the assemblage producing a novel account (and new knowledges) which, it is claimed, could only have been derived as a result of the praxis and which can also account for the knowledges presented in previous research into disability in British Higher Education, locating these studies as part of the disabling assemblage. The thesis concludes by drawing out wider implications of praxis for conventional research, for psychology and social science.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 40-47).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 126 p. Includes abstract. Includes bibliographical references (p. 111-117).

This investigation used data from the National Longitudinal Transition Study 2 (NLTS2) to investigate patterns among student, family, and school characteristics, school outreach programs, and school-based family involvement for families of 5,670 students with disabilities ages 13 to 17 in a nationally representative sample. Consistent with prior research, several variables were linked to higher levels of family involvement, including age, disability, ethnicity, living in the same neighborhood, household income, household structure, head of household?s education level, support group participation, time in community, and school outreach programs. Although these variables were statistically significant, model estimates were small. School outreach program predictors included school size, urbanicity, and a lower principal evaluation of outreach efforts. This study makes a unique contribution to the research base by extending Newman?s investigation to include school outreach programs offered by schools as a possible predictor of school-based family involvement.

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 11, 2009). Includes bibliographical references (p. 51-56).

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 285. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 276-284). Also issued in print.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-116). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.