Chais2025_Heb_and_Eng-web

90 ע שיפור יכולות אקדמיות באמצ ע ות ספר דיגיטלי מונגש מבוסס מודל UDL בקרב לומדים עם מוגבלות שכלית McNicholl, A., Desmond, D., & Gallagher, P. (2023). Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education. Disability and Rehabilitation: Assistive Technology , 18 (1), 50-58. https://doi.org/10.1080/17483107.2020.1854874 Palmqvist, L., Heimann, M., Samuelsson, J., Thunberg, G., Reichenberg, M., Lundälv, M., & Holmer, E. (2023). Reading ability in students with intellectual disability who are beginning readers are unaffected by socioeconomic status but supported by fluid intelligence via early literacy skills . https://doi.org/10.31219/osf.io/u96vf Perrin, A., & Anderson, M. (2019, April 10). Share of U.S. adults using social 46 media, including Facebook, is mostly unchanged since 2018 . Pew Research Center. https://www.pewresearch.org/short-reads/2019/04/10/share-of-u-s-adults-using-social-media- including-facebook-is-mostly-unchanged-since-2018/ Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9 (6), 1-6. https://doi.org/10.1108/10748120110424843 Ralabate, P. K. (2011). Universal design for learning: Meeting the needs of all students. The ASHA Leader, 16 (10). https://doi.org/10.1044/leader.FTR2.16102011.14 Raven, J. C., Court, J. H., & Raven, J. (1983). Guide to using the Colored Progressive Matrices, Sets A, AB and B . H.K. Lewis. Roberts-Yates, C., & Silvera-Tawil, D. (2019). Better education opportunities for students with autism and intellectual disabilities through digital technology. International Journal of Special Education , 34 (1), 197-210 Shamir, A., & Baruch, D. (2012). Educational e-books: A support for vocabulary and early math for children at risk for learning disabilities. Educational Media International, 49 (1), 33-47. https://doi.org/10.1080/09523987.2012.662623 Shamir, A., & Korat, O. (2015). Educational electronic books for supporting emergent literacy of kindergarteners at-risk for reading difficulties—What do we know so far? Computers in the Schools , 32 (2), 105-121. https://doi.org/10.1080/07380569.2015.1027868 Shamir, A., Segal-Drori, O., & Goren, I. (2018). Educational electronic book activity supports language retention among children at risk for learning disabilities. Education and Information Technologies, 23 (3), 1231–1252. https://doi.org/10.1007/s10639-017-9653-7 Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments , 7 (1), 33. Singer, L. M., & Alexander, P. A. (2017). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research , 87 (6), 1007-1041. https://doi.org/10.3102/0034654317722961 Söderström, S., Østby, M., Bakken, H., & Ellingsen, K. E. (2021). How using assistive technology for cognitive impairments improves the participation and self-determination of young adults with intellectual developmental disabilities. Journal of Intellectual Disabilities , 25 (2), 168-182. https://doi. org/10.1177/1744629519882582 Suyasa, P. W. A., Divayana, D. G. H., & Kristiantari, M. R. (2021). The effect of digital books based on kvisoft flipbook maker on student learning outcomes. Journal of Physics: Conference Series , 1810 , Article 012046. https://doi.o rg/10.1088/1742-6596/1810/1/012046 Tate, N. (2013, September 23). E-readers found to benefit some dyslexics. Newmax and Health . https://did.li/2H9w5 Tikhomirova, T., Malykh, A., & Malykh, S. (2020). Predicting academic achievement with cognitive abilities: Cross-sectional study across school education. Behavioral sciences , 10 (10), 158. Torrado, J. C., Gomez, J., & Montoro, G. (2020). Hands-on experiences with assistive technologies for people with intellectual disabilities: Opportunities and challenges. IEEE Access , 8, 106408-106424. https://doi.org/10.1109/ACCESS.2020.3000095