The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel

References

• Abu Asbeh, K., and L. Avishai. 2008. Recommendations to Improve the Arab Education System in Israel. Hebrew. Jerusalem: Van Leer Institute.
   Google Scholar
• Abu Hassin, J., and N. Samara. 2007. General Education and Special Education Teachers’ Attitudes to Integration of Children with Learning Disorders in Regular Education in the Arab Education System in Israel. Hebrew. Baqa al-Gharbiyye: Al-Qasemi College of Education.
   Google Scholar
• Ainscow, M., T. Booth, and A. Dyson. 2004. “Understanding and Developing Inclusive Practices in Schools: A Collaborative Action Research Network.” International Journal of Inclusive Education 8 (2): 125–139. doi:10.1080/1360311032000158015.
   Google Scholar
• Ainscow, M., A. Dyson, and S. Weiner. 2013. From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs. CfBT Education Trust. Centre for Equity in Education, University of Manchester.
   Google Scholar
• Alex, C. G., and L. Jennifer. 2014. “High Ability Students' Voice on Learning Motivation.” Journal of Advanced Academics 25: 7–24. doi:10.1177/1932202X13513262.
   Google Scholar
• Al-Haj, M. 1989. “Social Research on Family Life Style Among Arabs in Israel.” Journal of Comparative Family Studies 20: 175–194. doi:10.3138/jcfs.20.2.175.
   Web of Science ®Google Scholar
• Aploig, N., and Y. Shalev-Vigiser (2010). The Teacher’s Role in the 21st century. Position paper, Van Leer Education Conference. Jerusalem: Van Leer Institute. [Hebrew]
   Google Scholar
• Ben-Zeev, A. 2000. ”Emotional Intelligence: The Conceptual Aspect.” Nefesh 4: 47–54. Hebrew.
   Google Scholar
• Boyatzis, R., E. Stubbs, and S. Taylor. 2017. “Learning Cognitive and Emotional Intelligence Competencies Through Graduate Management Education.” Academy of Management Learning & Education 1 (2): 150–162. doi:10.5465/amle.2002.8509345.
   Google Scholar
• Brackett, M. A., and N. A. Katulak. 2006. “Emotional Intelligence in the Classroom: A Skill-Based Training for Teachers and Students.” In Improving Emotional Intelligence: A Practitioner’s Guide, edited by J. Ciarrochi and J. D. Mayer, 1–27. New York, NY: Psychology Press.
   Google Scholar
• Brackett, M. A., J. Patti, R. Stern, S. E. Rivers, N. A. Elbertson, C. Chisholm, and P. Salovey. 2009. “A Sustainable, Skill-Based Approach to Building Emotionally Literate Schools.” In Handbook for Developing Emotional and Social Intelligence: Best Practices, Case Studies, and Strategies, edited by M. Hughes, H. L. Thompson, and J. B. Terrell, 329–358. San Francisco, CA: Pfeiffer.
   Google Scholar
• Caroline, F., and E. Simone. 2010. “Developing Beliefs About Classroom Motivation: Journeys of Preservice Teachers.” Teaching and Teacher Education 26: 1404–1415. doi:10.1016/j.tate.2010.04.005.
   Web of Science ®Google Scholar
• CBS. 2021. Central Bureau of Statistics, Statistical Abstract of Israel.
   Google Scholar
• Cohen, N., and T. Arieli. 2013. ”A Conflict Environment as a Research Field: Challenges and Snowball Sampling.” Politics 22: 2–26. Hebrew.
   Google Scholar
• Conroy, D. E., and A. J. Elliot. 2004. “Fear of Failure and Achievement Goals in Sport: Addressing the Issue of the Chicken and the Egg.” Anxiety, Stress, and Coping 17 (3): 271–285. doi:10.1080/1061580042000191642.
   Web of Science ®Google Scholar
• Dag, R. 2011. “TI: Still Motivated? The Motivation for Teaching During the Second Year in the Profession.” Teaching and Teacher Education 27: 628–638. doi:10.1016/j.tate.2010.10.016.
   Web of Science ®Google Scholar
• Danielle, E. K. 2019. “Emotional Intelligence in Instructional Design and Education. California School of Education, Alliant International University, San Francisco, United States of America.” Scientific Research 10 (2): 132–139. doi:10.4236/psych.2019.102011.
   Google Scholar
• Deci, E. L., and R. Ryan. 2008. “Facilitating Optimal Motivation and Psychological Well-Being Across Life’s Domains.” Canadian Psychology 49 (1): 14–23. doi:10.1037/0708-5591.49.1.14.
   Web of Science ®Google Scholar
• Dev, S., and J. Kumar (2015). Indonesia Teacher’s Perception Towards Integration of Learning-Disabled Students into Regular Class Room – a Study in Dubai & Abu Dhabi Schools. 2nd Global Conference on Business and Social Science. Procedia - Social and Behavioral Sciences 211, 605–611.
   Google Scholar
• Dolev, N., and Y. Itkovitz. 2016. ”Selecting Teaching Workers, Emotional Intelligence, and What’s in Between.” Bimat Diyun – Mofet Institute Journal 58: 38–43. Hebrew.
   Google Scholar
• Dolev, N., and S. Leshem. 2016. “Developing Emotional Intelligence Competence Among Teachers.” Teacher Development 21: 23–39.
   Web of Science ®Google Scholar
• Elijah-Mensah, A. 2009. “Motivation and Age: An Empirical Study of Women-Owners of Tourism Ventures in Ghana.” Journal of Travel and Tourism Research (Online) 139.
   Google Scholar
• Elliot, A. J., and H. A. McGregor. 2001. “A 2×2 Achievement Goal Framework.” Journal of Personality and Social Psychology 80: 501–519. doi:10.1037/0022-3514.80.3.501.
   PubMed Web of Science ®Google Scholar
• Ersoz, G. 2016. “An Examination of Motivational Regulations, Dispositional Flow and Social Physique Anxiety Among College Students for Exercise: A Self-Determination Theory Approach.” College Student Journal 50 (2): 159–170.
   Google Scholar
• Ferguson, D. L. 2008. “International Trends in Inclusive Education: The Continuing Challenge to Teach Each One and Everyone.” European Journal of Special Needs Education 23 (2): 109–120. doi:10.1080/08856250801946236.
   Google Scholar
• Finkelstein, S., U. Sharma, and B. Furlonger. 2019. “The Inclusive Practices of Classroom Teachers: A Scoping Review and Thematic Analysis.” International Journal of Inclusive Education 22 (6): 735–762. doi:10.1080/13603116.2019.1572232.
   Google Scholar
• Froiland, J. M. 2011. “Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention.” Child & Youth Care Forum 40 (2): 135–149. doi:10.1007/s10566-010-9126-2.
   Web of Science ®Google Scholar
• Froiland, J. M., L. Smith, and A. Peterson. 2012. ”How Children Can Be Happier and More Intrinsically Motivated While Receiving Their Compulsory Education.” In Advances in Psychology ResearchVol. 87 vols, edited by A. Columbus, J. M. Froiland, L. Smith, & A. Peterson 85–112. Hauppauge, NY: Nova Science.
   Google Scholar
• Gaby, S., and Y. Kasumi. 2015. “The Relationship Between Global Competence and Language Learning Motivation: An Empirical Study in Critical Language Classrooms.” Foreign Language Annals 48 (3): 511–520. doi:10.1111/flan.12146.
   Web of Science ®Google Scholar
• Gavish, B. 2017. “Four Profiles of Inclusive Supportive Teachers: Perceptions of Their Status and Role in Implementing Inclusion of Students with Special Needs in General Classrooms.” Teaching and Teacher Education 61: 37–46. doi:10.1016/j.tate.2016.10.004.
   Web of Science ®Google Scholar
• Glicko, A., and A. Braun-Levinson. 2016. ”Coping Strategies and Patterns of Teacher with Included Children in the State, State-Religious and Orthodox Education Systems.” In From Separation to Integration: Aspects of Child and At-Risk Youth Education, edited by N. Wittenberg, 203–229. Pamphlet 19 Ministry of Education. [Hebrew].
   Google Scholar
• Goleman, D. 1998. Working with Emotional Intelligence. New York, NY: Bantam Books.
   Google Scholar
• Gottfried, A. E. 1990. “Academic Intrinsic Motivation in Young Elementary School Children.” Journal of Educational Psychology 82: 525–538. doi:10.1037/0022-0663.82.3.525.
   Web of Science ®Google Scholar
• Grant, A. M. 2008. “The Significance of Task Significance: Job Performance Effects, Relational Mechanisms, and Boundary Conditions.” The Journal of Applied Psychology 93: 108–124. doi:10.1037/0021-9010.93.1.108.
   PubMed Web of Science ®Google Scholar
• Hardman, C. A., P. J. Horne, and C. F. Lowe. 2011. “Effects of Rewards, Peer Modeling and Pedometer Targets on Children’s Physical Activity: A School-Based Intervention Study.” Psychology & Health 26 (1): 3–21. doi:10.1080/08870440903318119.
   PubMed Web of Science ®Google Scholar
• Hargreaves, A. 2001. “Emotional Geographies of Teaching.” Teachers College Record 103 (6): 1056–1080. doi:10.1111/0161-4681.00142.
   Web of Science ®Google Scholar
• Hartnett, M., S. A. George, and J. Dron. 2011. “Examining Motivation in Online Instance Learning Environments: Complex, Multifaceted, and Situation- Dependent.” International Review of Research in Open and Distance Learning 12 (6): 20. doi:10.19173/irrodl.v12i6.1030.
   Google Scholar
• Harwathy, T. I. S. 2021. “The Effect of Gender, Learning Behavior, Emotional Intelligence, and Spiritual Intelligence on the Level of Accounting Understanding in Accounting Students in Private College in Denpasar City.” International Journal of Sustainability, Education, and Global Creative Economic 4 (2). https://www.journals.segce.com/index.php/IJSEGCE/article/view/186.
   Google Scholar
• Haug, P. 2017a. ““Spesialundervisning, Læringsmiljø Og Inkludering [Special Education, Learning Environment and Inclusion]”.” Tidsskriftet FoU I Praksis 11 (1): 41–62. https://utdanningogpraksis.no/index.php/up/article/view/1778.
   Google Scholar
• Haug, P. 2017b. “Understanding Inclusive Education: Ideals and Reality.” Scandinavian Journal of Disability Research 19 (3): 206–217. doi:10.1080/15017419.2016.1224778.
   Web of Science ®Google Scholar
• Hen, M., and A. Sharabi-Nov. 2015. “The Emotional Educator- a Model to Enhance Teachers Emotional Competence.” Research Gate. Users/Eyal/Downloads/emotionaleducatorinhebrew.pdf.
   Google Scholar
• Hernandez, D. A., S. Hueck, and C. Charley. 2016. “General Education and Special Education Teachers’ Attitudes Towards Inclusion.” Journal of the American Academy of Special Education Professionals 11: 79–93.
   Google Scholar
• Hofman, R. H., and J. S. Kilimo. 2014. “Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils with Disabilities in Tanzanian Schools.” Journal of Education and Training 1: 178–193. doi:10.5296/jet.v1i2.5760.
   Google Scholar
• Hollanders, H., and F. Celikel- Esser. 2007. Measuring Innovation Efficiency inno Metrics 2007 Report. Brussels: European Commission, DG Enterprise.
   Google Scholar
• Hornby, G. 2015. “Inclusive Special Education: Development of a New Theory for the Education of Children with Special Educational Needs and Disabilities.” British Journal of Special Education 42 (3): 234–256. doi:10.1111/1467-8578.12101.
   Web of Science ®Google Scholar
• Hyunjin, K., and C. YoonJung. 2014. “Pre-Service Teachers’ Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock.” Asia-Pacific Journal of Teacher Education 42: 67–81. doi:10.1080/1359866X.2013.855999.
   Web of Science ®Google Scholar
• Inceoglu, I., J. Segers, and D. Bartram. 2012. “Age-Related Differences in Work Motivation.” Journal of Occupational and Organizational Psychology 85 (2): 300–329. doi:10.1111/j.2044-8325.2011.02035.x.
   Web of Science ®Google Scholar
• Irwin, J., and I. I. Baker. 2012. Promoting Active Reading Comprehension Strategies: A Resource Book for Teachers. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Jabareen, Y., and A. Agbariya. 2011. Education on Hold: Government Policy and Civil Initiatives to Promote Arab Education in Israel. Hebrew. Nazareth: Dirasat Center/Haifa: The Arab Minority Rights Clinic.
   Google Scholar
• Jennings, P. A., and M. T. Greenberg. 2009. “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research 79 (1): 491–525. doi:10.3102/0034654308325693.
   Web of Science ®Google Scholar
• Jianzhong, X. 2014. “Regulation of Motivation: Predicting Students’ Homework Motivation Management at the Secondary School Level.” Research Papers in Education 29: 457–478. doi:10.1080/02671522.2013.775324.
   Web of Science ®Google Scholar
• Karni-Weizer, N., and S. Reiter. 2010. ”Teachers’ Attitudes to Including Children with Disabilities in Middle School in the Arab Sector in Israel.” Issues in Special Education and Inclusion 25: 35–45. Hebrew.
   Google Scholar
• Kasler, J., and Y. T. Jabareen. 2017. “Triple Jeopardy: Special Education for Palestiniansin Israel.” International Journal of Inclusive Education 21 (12): 1261–1275. doi:10.1080/13603116.2017.1335353.
   Web of Science ®Google Scholar
• Kim, H., and Y. Cho. 2014. “Preservice Teachers’ Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock.” Asia-Pacific Journal of Teacher Education 42 (1): 67–81. doi:10.1080/1359866X.2013.855999.
   Web of Science ®Google Scholar
• Kiuppis, F. 2014. ““Why (Not) Associate the Principle of Inclusion with Disability? Tracing Connections from the Start of the ‘Salamanca Process”.” International Journal of Inclusive Education 18 (17): 746–761. doi:10.1080/13603116.2013.826289.
   Google Scholar
• Kokkinos, C. M., and E. Vlavianou. 2021. “The Moderating Role of Emotional Intelligence in the Association Between Parenting Practices and Academic Achievement Among Adolescents.” Current Psychology 40 (1): 4333–4347. doi:10.1007/s12144-019-00343-5.
   Google Scholar
• Kumari, P., R. Nayan, S. P. Aggarwal, and G. Baswani. 2019. “Rethinking Teacher Education Programmes for Inclusive Classrooms: Issues and Challenges in India.” International Journal of Information and Education Technology 9 (2): 143–148. doi:10.18178/ijiet.2019.9.2.1189.
   Google Scholar
• Kumar, R., A. Zusho, and B. Rhonda. 2018. “Weaving Cultural Relevance and Achievement Motivation into Inclusive Classroom Cultures?” Educational Psychologist 53 (2): 78–96. doi:10.1080/00461520.2018.1432361.
   Web of Science ®Google Scholar
• Kumazawa, M. 2013. “Gaps Too Large: Four Novice EFL Teachers' Self-Concept and Motivation.” Teaching and Teacher Education 33: 45–55. doi:10.1016/j.tate.2013.02.005.
   Web of Science ®Google Scholar
• Kurth, J. A., and A. M. Mastergeorge. 2010. “Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement.” International Journal of Special Education 25 (2): 8–14.
   Google Scholar
• Lages, S. M., R. Emygdio, F. Monte, A. S., and J. C. Alchieri. 2015. “Motivation and Self-Esteem in University Students' Adherence to Physical Activity.” Revista de Salúd Publica 17 (5): 677–688. doi:10.15446/rsap.v17n5.33252.
   Google Scholar
• Leyser, Y., T. Zeiger, and S. Romi. 2011. “Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for Inclusive Education.” International Journal of Disability, Development and Education 58: 241–255. doi:10.1080/1034912X.2011.598397.
   Web of Science ®Google Scholar
• Lipton, M., J. Weeks, S. Daruwala, and A. De Los Reyes. 2016. “Profiles of Social Anxiety and Impulsivity Among College Students: A Close Examination of Profile Differences in Externalizing Behavior.” Journal of Psychopathology & Behavioral Assessment 38 (3): 465–475. doi:10.1007/s10862-015-9531-9.
   Web of Science ®Google Scholar
• Margalit, M. 2000. Learning Disorders in the Classroom: Educational Dilemmas in a New Reality. Hebrew. Tel Aviv: Mofet Institute.
   Google Scholar
• Mayer, J. D., R. D. Roberts, and S. G. Barsade. 2008. “Human Abilities: Emotional Intelligence.” Annual Review of Psychology 59: 507–536. doi:10.1146/annurev.psych.59.103006.093646.
   PubMed Web of Science ®Google Scholar
• Mendelson, N. 2016. ”Emotional Aspects in the Context of the ‘Compassion Fatigue’ in the Work of Teachers with At-Risk Children in Therapeutic Boarding School.” In From Separation to Integration: Aspects of Child and At-Risk Youth Education, edited by Pamphlet 19Hebrew N. Wittenberg, 21–47. Ministry of Education.
   Google Scholar
• Mor, F., and A. Luria. 2011. ”The Role of School in the Recovery of Students in Trouble Situations, Crisis and Trauma.” In Y. Siman-Tov and S. Hen-Gal edited by. To Grow from Crisis, 53–71. Jerusalem: Ministry of Education.
   Google Scholar
• Nias, J. 2006. “Thinking About Feeling: The Emotions in Teaching.” Cambridge Journal of Education 26 (3): 293–306. doi:10.1080/0305764960260301.
   Google Scholar
• Odeh, M. 2007. “Pathogenesis of Hepatic Encephalopathy: The Tumor Necrosis Factor-Alpha Theory.” European Journal of Clinical Investigation 37 (4): 291–304. doi:10.1111/j.1365-2362.2007.01778.x.
   PubMed Web of Science ®Google Scholar
• Olenik-Shemesh, D., T. Heiman, and A. Assaig. 2020. “The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study.” International Education Studies 13 (11): 44–54. doi:10.5539/ies.v13n11p44.
   Google Scholar
• Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. McKeachie. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.
   Google Scholar
• Razar, M. 2013. ”The Dialog on Distress and Inclusion: The Solution Given to the Needs of Students Who Work with At-Risk Children and Youth.” Encounter of Educational-Social Work 37: 35–60. Hebrew.
   Google Scholar
• Razar, M., B. Warshavsky, and A. Bar Sadeh 2011. A Different Relationship at School – Forming a Different Culture in Work with At-Risk and Excluded Students Hebrew. Jerusalem: Joint Asalim Publishing, 176–186.
   Google Scholar
• Reiter, S., and N. D. Bryen. 2010. Attitudinal Barriers to Rehabilitation. In J. H. Stone and M. Blouinedited by Available online in: cirrie.buffalo.edu/encyclopedia/Aarticle.php?id=297&language=en
   Google Scholar
• Rodriguez, C. C., and N. Garro-Gil. 2015. “Inclusion and Integration on Special Education.” Procedia-Social and Behavioral Sciences 191: 1323–1327.‏. doi:10.1016/j.sbspro.2015.04.488.
   Google Scholar
• Roffey, S. 2012. “Teacher Wellbeing, Pupil Wellbeing: Two Sides of the Same Coin.” Educational and Child Psychology 29 (4): 8–17.
   Google Scholar
• Roness, D. 2011. “Still Motivated? The Motivation for Teaching During the Second Year in the Profession.” Teaching and Teacher Education 27 (3): 628–638. doi:10.1016/j.tate.2010.10.016.
   Web of Science ®Google Scholar
• Roness, D., and S. Smith. 2010. “Stability in Motivation During Teacher Education.” Journal of Education for Teaching 36: 169–185. doi:10.1080/02607471003651706.
   Web of Science ®Google Scholar
• Salovey, P., and J. D. Mayer. 1990. “Emotional Intelligence.” Imagination, Cognition and Personality 9: 185–211. doi:10.2190/DUGG-P24E-52WK-6CDG.
   Google Scholar
• Schutte, N. S., J. M. Malouff, L. E. Hall, D. J. Haggerty, J. T. Cooper, C. J. Golden, and L. Dornheim. 1998. “Development and Validation of a Measure of Emotional Intelligence.” Personality and Individual Differences 25: 167–177. doi:10.1016/S0191-8869(98)00001-4.
   Web of Science ®Google Scholar
• Shai, R. 2011. ”Segregation … Normalization … Integration … Inclusion.” Et HaSadeh 6: 30–34. Hebrew.
   Google Scholar
• Shernoff, D. J., and M. Csikszentmihalyi. 2009. “Flow in Schools: Cultivating Engaged Learners and Optimal Learning Environments.” In Handbook of Positive Psychology in Schools, edited by R. C. Gilman, E. S. Heubner, and M. J. Furlong, 131–145. New York: Routledge.
   Google Scholar
• Shimoni, S., and B. Gavish. 2017. ”Inclusion Teachers Speak About Their Place in the Integration Special Needs Children in Integrated Classes.” In Contemporary Issues of Integrating Special Needs Children and Adults in Israel – Compilation of Articles. edited by, I. Kupperberg, S. Reiter, and G. Yitzhak. Hebrew 23–38. Ra’anana: Mofet Institute.
   Google Scholar
• Silberstein, M., and P. Katz. 1998. ”A Great, Expert and Professional Teacher: Three Perspectives of the Character of ‘Asher the Teacher’.” Dapim 26: 53–71. Hebrew.
   Google Scholar
• Slaten, C. D., D. J. Irby, K. Tate, and R. Rivera. 2015. “Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives.” Journal for Social Action in Counseling and Psychology 7 (1): 41–62. doi:10.33043/JSACP.7.1.41-62.
   Google Scholar
• Sulemani, R. 2006. They Learn A new – Educational Intervention Program for At-Risk Students. Hebrew. Jerusalem: Ashalim (joint-Israel).
   Google Scholar
• Sundqvist, A. B., and M. B. Hannas. 2020. “Same Vision - Different Approaches? Special Needs Education in Light of Inclusion in Finland.” European Journal of Special Needs Education 36 (5): 686–699. doi:10.1080/08856257.2020.1786911.
   Web of Science ®Google Scholar
• Taha, S., and H. Taha. 2016. “Learning Disabilities: Current Policy and Directions for Community Involvement Among the Arab Community in Israel.” Educational Research and Reviews 11 (14): 1279–1287. doi:http://dx.doi.org/10.5897/ERR2016.2831.
   Google Scholar
• Tal, D. 2017. ”Training for ‘Inclusive Teaching’: A Three-Lane Journey.” In G. Yitzhak and S. Siton edited by. Writing Education: On the Link Between Theory and Educational Praxis in the Teacher Training Process. Hebrew Haifa: Pardes Publishing 225–248.
   Google Scholar
• Vallerand, R. J., and R. Bissonnette. 1992. “Intrinsic, Extrinsic, and Motivational Styles as Predictors of Behavior: A Prospective Study.” Journal of Personality 60 (3): 599–620. doi:10.1111/j.1467-6494.1992.tb00922.x.
   Web of Science ®Google Scholar
• Westra, H. A. 2014. ”Motivational Interviewing in the Treatment of Anxiety.” ( Kiryat Bialik: Ach).
   Google Scholar
• Whitaker, D., C. Graham, S. Severtson, C. Furr- Holden, and W. Latimer. 2012. “Neighborhood & Family Effects on Learning Motivation Among Urban African American Middle School Youth.” doi:10.1007/s10826-011-9456-1.
   Google Scholar
• Xu, J. 2013. “Why Do Students Have Difficulties Completing Homework? The Need for Homework Management.” Journal of Education and Training Studies 1: 98–105. doi:10.11114/jets.v1i1.78.
   Google Scholar
• Yaron, A. 2016. “Eligibility for Diagnosis of Learning Disabilities in Children from Underprivileged Families Bill - Cost Estimate”, 8. Jerusalem: Knesset Research and Information Center.
   Google Scholar
• Zubeidat, I., W. Dallasheh, and S. Basher. 2019. ”Inclusion, Self-Efficacy, and Empathy Toward Students with Specific Learning Disorders.” BeMa’aglei Hinuch 8: 1–17. Hebrew.
   Google Scholar