שנתון מספר 40 - isaac 2025

27 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 American Psychological Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. Barton, E. E., & Wolery, M. (2022). E ects of adaptations and modi cations on the participation of young children with disabilities in play and games: A systematic review. Early Childhood Research Quarterly, 60, 320–334. Besio, S., & Stancheva-Popkostadinova, V. (2018). Play development in children with disabilities. De Gruyter. Brooks, J., McCluskey, S., Turley, E., & King, N. (2015). The utility of template analysis in qualitative psychology research. Qualitative Research in Psychology, 12(2), 202–222. https://doi.org/10.1080/14780887.2014.955224 Bulgarelli, D., & Stancheva-Popkostadinova, V. (2017). 5 play in children with intellectual disabilities. In S. Besio, D. Bulgarelli, & V. Stancheva-Popkostadinova (Eds.), Play development in children with disabilities (pp. 88–93). De Gruyter. Caron, J., Light, J., Davido , B. E., & Drager, K. D. (2021). Comparison of the e ects of mobile technology AAC apps on programming visual scene displays. Augmentative and Alternative Communication, 37(1), 49-62. Gómez, J., Montoro, G., Haya, P. A., García-Herranz, M., & Alamán, X. (2020). Designing interactive and immersive multimodal installations for people with intellectual disability. Applied Sciences, 10(3), 1171. Jiménez, E., Córdova, R., & González, C. (2017). Serious games for children with autism. In Proceedings of the XVIII international conference on human computer interaction (Interacción '17) (p. 58). ACM. https://doi.org/10.1145/3123818.3123851 Karreman, J., van der Geest, T., & Buursink, E. (2022). Accessible digitalisation for people with intellectual disabilities: A systematic literature review. Journal of Applied Research in Intellectual Disabilities, 35(1), 308-321. Kurschl, W., Augstein, M., Burger, T., & Pointner, C. (2020). User-centered design of accessible games for children with cognitive disabilities. Journal of Enabling Technologies, 14(2), 119–134. https://doi.org/10.1108/JET-11-2019-0052 Lähtevänoja, A., Niemelä, M., Korhonen, A., Käimonen, T., & Turunen, K. (2019). Impact of design characteristics on user experience of serious games for children with cognitive disabilities. Journal of Educational Technology Research, 58(2), 145-169. Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual disability: De nition, classi cation, and systems of supports (12th ed.). American Association on Intellectual and Developmental Disabilities. Shusan, O. B. (2025). Development of a digital library with accessible games for children with cognitive disabilities. Journal of Intellectual & Developmental Disability, 1–11. https://doi.org/10.3109/13668250.2025.2508617 Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042 Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. H., Wolfe, C., Farkas, G., & Richland, L. E. (2021). What works best in early childhood education programs: A meta-analysis of preschool intervention e ects worldwide. Educational Psychology Review, 33(1), 1–46. https://doi.org/10.1007/s10648-020-09565-7 Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., Blumberg, S., Kogan, M. D., & Boyle, C. A. (2019). Prevalence and trends of developmental disabilities among children in the United States: 2009–2017. Pediatrics, 144(4), e20190811. https://doi.org/10.1542/peds.2019-0811 ביבליו‚רפי‰

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