Informing campus principals: A quantitative investigation of the difference between full or partial inclusion on the academic achievement of students with special needs

Text Registration

Informing campus principals: A quantitative investigation of the difference between full or partial inclusion on the academic achievement of students with special needs

Status

Published

on 26 Jan 2017

Year of Creation

2016

Leavetta Sasser

Registration Number

TX0008438357

on 26 Jan 2017

The U.S. Copyright record (Registration Number: TX0008438357) dated 26 Jan 2017, pertains to an electronic file (eService) titled "Informing campus principals: A quantitative investigation of the difference between full or partial inclusion on the academic achievement of students with special needs" created in 2016. The copyright holder is Leavetta Sasser, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Leavetta Sasser.

Leavetta Sasser

Application Details

Registration Number

TX0008438357

Registration Date

1/26/2017

Year of Creation

2016

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Leavetta Sasser

Notes

Rights Note: Diana G Zajic, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600 xext77020, disspub@proquest.com

Statements

Application Title Statement: Informing campus principals: A quantitative investigation of the difference between full or partial inclusion on the academic achievement of students with special needs

Author Statement: Leavetta Sasser Citizenship: United States Authorship: text

Notes

Rights Note: Diana G Zajic, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600 xext77020, disspub@proquest.com

Statements

Application Title Statement: Informing campus principals: A quantitative investigation of the difference between full or partial inclusion on the academic achievement of students with special needs

Author Statement: Leavetta Sasser Citizenship: United States Authorship: text

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