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Thesis (D. Phil. (Curriculum and Instructional Design and Development))--University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Barbara Fulk, Lanny Morreau, Margaret Shaw-Baker. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

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Thesis (M.Communication Pathology)--Universiteit van Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references (leaves 107-118).

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Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (49-55 p.).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (59-66 p.).

Orientador: Relma Urel Carbone Carneiro / Banca: Rosemeire de Araújo Rangni / Banca: Maria Júlia Canazza Dall'Acqua / Resumo: Neste estudo investigou-se como ocorre a inclusão escolar? O aluno com altas habilidades/superdotação em escola ribeirinha na Amazônia Amapaense. Realizou-se uma pesquisa baseada na abordagem qualitativa, a partir da seguinte questão problema: Como tem se dado a inclusão escolar? o aluno com altas habilidades/superdotação em uma escola ribeirinha no município de Mazagão no Estado do Amapá? A pesquisa teve como objetivo geral analisar o processo de inclusão de alunos com altas habilidades/superdotação do 1º ao 5º ano do Ensino Fundamental. O lócus da pesquisa foi uma Escola ribeirinha localizada no município de Mazagão no Estado do Amapá, que oferta a educação infantil e os anos iniciais do ensino fundamental. Para a coleta dos dados foram realizadas entrevistas semiestruturadas, observação e registro fotográfico. Os participantes da referida pesquisa foram um professor da turma do aluno com altas habilidades/superdotação, um professor do Atendimento Educacional Especializado, um aluno com altas habilidades/superdotação, um coordenador pedagógico e o diretor da escola. Foi feita a observação do cotidiano da sala de aula e do atendimento educacional especializado. Os dados coletados foram analisados a partir da definição categoria apriorística: inclusão escolar, assim como outras categorias intermediárias e categorias finais que no caso são as não apriorísticas que emergiram do referencial teórico adotado na pesquisa e da investigação empírica. Como resultado deste estudo traze... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study investigated how the school inclusion? of student with high skills / giftedness occurs in riverside school in Amazônia Amapaense. A research based on the qualitative approach was carried out, based on the following problem question: How has the school inclusion of students with high skills / giftedness been taught in a riverside school in a municipality of Mazagão in the State of Amapá? The research had as general objective to analyze the process of inclusion of students with high skills / giftedness from 1st to 5th year of Elementary School. The locus of the research was a Riverside School located in the municipality of Mazagão in the State of Amapá, which offers early childhood education and the early years of elementary education. For the data collection, semi-structured interviews, observation and photographic registration were carried out. Participants in this research were 1 teacher of the student's class with high abilities / giftedness, 1 teacher of Specialized Educational Attendance, 1 student with high skills / giftedness, a pedagogical coordinator and the school director. We also observed the classroom everyday and the specialized educational service. The data collected were analyzed from the definition a priori category: school inclusion, as well as other intermediate categories and final categories that in this case are the non-a priori that emerged from the theoretical framework adopted in research and empirical research. The objective of this study w... (Complete abstract click electronic access below) / Mestre