نماذج من أبحاث قسم التربية الخاصة
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Alnahdi, G.H., Anastasiou, D. (2020). Recruitment Practices for Special Education Faculty: Implications for Saudi Universities. SAGE Open. https://doi.org/10.1177/2158244020948844
Alnahdi, G. H., (2020). Rasch Validation of the Arabic Version of the Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH-AR) Scale. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02924
Alnahdi, G. H., & Schwab, S. (2020). Psychometric properties of the Arabic version of the behavioral intention to interact with peers with intellectual disability scale. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01212
Alnahdi, G.H. (2020). Factors influencing the decision to major in special education in Saudi Arabia. South African Journal of Education. 40 (2). http://dx.doi.org/10.15700/saje.v40n2a1742
Alnahdi, G., Elhadi, A., & Schwab, S. (2020). The positive impact of knowledge and quality of contact on university students’ Attitudes towards people with intellectual disability in the Arab world. Research in Developmental Disabilities.
Schwab, S., & Alnahdi, G. H. (2020). Do they practice what they preach? Factors associated with teachers’ use of inclusive teaching practices among in-service teachers. Journal of Research in Special Educational Needs
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Aldosari, M. (2018). Efficacy of Choice of Preferred Engagement Stimuli on Escape-Maintained Disruptive Behavior. International Journal of Special Education, 32(2), 55- 69. (ISI journal)
Aldosari, M. (2018). Special Education Teachers and Video Prompting. The International Journal of Adult, Community and Professional Learning, 25(1),1-10. . (Scopus journal)
Aldosari, M. (2017). Function-based Treatments versus Non-function-based Treatments for Disruptive Behaviours. The international Journal of Early Childhood Learning, 24(2), 1-18. . (Scopus journal)
Aldosari, M. (2017). Function-based Treatments versus Non-function-based Treatments for Disruptive Behaviours. The international Journal of Early Childhood Learning, 24(2), 1-18. . (Scopus journal)
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Almalky, H.A., Alqahtani, S.S. (2021). School and business partnerships to support job training for students with developmental and other disabilities: Employers’ perspectives. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05276-2
Almalky, H. A., & Alqahtani, S. S. (2021). Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia. Children and Youth Services Review, 120, 105813.
Almalky, H. A., Alqahtani, S. S., & Trainor, A. A. (2020). School-business partnerships that facilitate postsecondary transition: Evaluating the perspectives and expectations for families of students with disabilities. Children and Youth Services Review, 119, 105514.
Almalky, H. A. (2020). Employment outcomes for individuals with intellectual and developmental disabilities: A literature review. Children and Youth Services Review, 109, 104656.
Almalky, H. A. (2020). Components of transition services in the Individualized Education Program for students with an intellectual disability. The Saudi Journal of Special Education, 13, 115–140.
المالكي، حسين علي. (٢٠٢٠). عناصر الخدمات الانتقالية في البرنامج التربوي الفردي للطلاب ذوي الإعاقة الفكرية. جامعة الملك سعود، المجلة السعودية للتربية الخاصة، ١٣.
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Alqahtani, S. S. (2021) Ipad Text-To-Speech and repeated reading to Improve Reading Comprehension for Students with SLD. Reading & Writing Quarterly. (Web of science Q4)
Alqahtani, S. S. (2021). Repeated reading and error correction to improve fluency skills for students with learning disabilities. International Journal of Literacies (Scopus)
Alqahtani, S. S. (2020). Technology-based interventions for children with reading difficulties: A Literature Review from 2010 to 2020. Educational Technology Research and Development. 68, 3495–3525 (Web of science Q1)
Alqahtani, S. S. (2020). The effectiveness of repeated reading and error correction intervention to improve reading fluency for elementary age students with specific learning disabilities. Journal of Special Education and Rehabilitation. 34, 75-102. DOI: 10.12816/0055525. (In Arabic)
Alqahtani, S. S. (2020). iPad and repeated reading to improve reading comprehension for young adults with intellectual disability. Research in Developmental Disabilities, 103, (Web of science Q1)
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Alamri, A. (2017). Saudi sign language interpreters: Their attitudes towards professional sign language interpretation (Publication No. 10617719) [Doctoral dissertation, Lamar University]. ProQuest Dissertations and Theses Global.
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Alqraini, F. M., & Alasim. K. N. (2021). Distance Education of d/Deaf and Hard of Hearing Students during COVID-19 pandemic in Saudi Arabia: Challenges and Supports. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2021.104059.
Alqraini, F., Paul, P. (2020). The effects of a vocabulary intervention on teaching multiple-meaning words. Journal of Deaf Studies and Deaf Education. doi:10.1093/deafed/enaa015 7
Paul, P., Alqraini, F. (2019). Conclusion: Perspectives on language, literacy, and deafness. Education Sciences, 9(4), 286. doi:10.3390/educsci9040286
Alzahrani, A., Alamri, G., Alamri, A., & Alqarni, F., (2020). Saudi Deaf students and literacy: contextual issues, considerations, and teacher practices. In Q. Wang & J. Andrews (Eds), Literacy and Deaf Education: Toward a Global Understanding. (pp. 226-244). Washington: Gallaudet University Press).
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