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dc.contributor.advisorSullivan, Daniel C.en_US
dc.contributor.authorBrown, Evelyn S.en_US
dc.date.accessioned2016-06-17T17:56:49Z
dc.date.available2016-06-17T17:56:49Z
dc.date.issued1946en_US
dc.identifier.urihttp://hdl.handle.net/10504/87980
dc.description.abstractUntil recently, when a child was referred to as a Problem Child, immediately the thought came to mind, a discipline case; an incorrigible; a perverse or maladjusted child. However, educators of today use interchangeably the three terms, problem, atypical or handicapped, to describe children who are crippled physically or mentally, or who are socially maladjusted, it is in this newer and broader sense that the term problem is used throughout this thesis.en_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsA non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.subjectEducationen_US
dc.titleWhat the Elementary School can do for the Problem Childen_US
dc.typeThesis
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorBrown, Evelyn S.en_US
dc.degree.levelMA (Master of Arts)en_US
dc.degree.disciplineEducation (graduate program)en_US
dc.degree.nameM.A. in Educationen_US
dc.degree.grantorGraduate Schoolen_US


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