A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion

Bibliographic Details
Main Author:	Priestley, Karen M.
Published:	2013
Online Access:	http://hdl.handle.net/1993/20432

id	ndltd-LACETR-oai-collectionscanada.gc.ca-MWU.1993-20432
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spelling	ndltd-LACETR-oai-collectionscanada.gc.ca-MWU.1993-204322014-03-29T03:47:43Z A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion Priestley, Karen M. 2013-05-16T18:41:11Z 2013-05-16T18:41:11Z 2006 http://hdl.handle.net/1993/20432
collection	NDLTD
sources	NDLTD
description
author	Priestley, Karen M.
spellingShingle	Priestley, Karen M. A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
author_facet	Priestley, Karen M.
author_sort	Priestley, Karen M.
title	A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
title_short	A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
title_full	A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
title_fullStr	A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
title_full_unstemmed	A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
title_sort	qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion
publishDate	2013
url	http://hdl.handle.net/1993/20432
work_keys_str_mv	AT priestleykarenm aqualitativestudyofeducatorsperceptionsofuniversaldesignandteachingpracticesimplicationsforinclusion AT priestleykarenm qualitativestudyofeducatorsperceptionsofuniversaldesignandteachingpracticesimplicationsforinclusion
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A qualitative study of educators' perceptions of universal design and teaching practices : implications for inclusion

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