special education

Laufer, A., & Isman E. (2024). Differential impact on parental quality of life: Comparing parents to children with autism spectrum disorder and those with other disabilities during the COVID‐19. Child Care Health and Development, 50(2), 1-13. https://doi.org/10.1111/cch.13227.

Schechter, C., & Feldman, N. (2019)

The principal’s role in professional learning community in a special education school serving pupils with autism. Journal of Special Education Leadership, 32(1), 17-28

Tzuriel, D., &  Remer, R. (2018)

Mediation with a puppet: The effects on teachers' mediated learning strategies with children in special education and regular kindergartens. Learning and Instruction 58, 295–304. https://doi.org/10.1016/j.learninstruc.2018.08.001

Leyser, Y., Zieger,T. & Romi,S. (2011)

Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. The International Journal of Disability, Development and Education 58(3), 241-255

Sarig, S., & Gaziel, H. (2010).

Roles perceptions and job stress among special school principals: Do they differ from principals of regular schools? In T. S. Menon (Ed.), Competing values in an uncertain environment (pp. 667-676). Shreveport: Louisiana State University Press.

Lifshitz, H., & Klein, P.S. (2007).

Comparison of mediation between paraprofessionals and individuals with intellectual disability: Vocational rehabilitation centers versus special education schools. European Journal of Special Needs Education, 22 (4), 459-470.

Lifshitz, H., & Glaubman, R. (2004).

Attitudes towards inclusion: The case of Israeli and Palestinian regular and special education teachers. European Journal of Special Needs Education, 19(2), 171-190.