31 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 Savaldi-Harussi, G., Plotnitzky, S., & Saban-Bezalel, R. (2025). E ectiveness of video displays versus traditional ashcards for global word learning in students with moderate-severe cognitive disabilities. Research in Developmental Disabilities, 161, 104977. Savaldi-Harussi, G., & Uziel-Karl, S. (2023). Frequency of word usage by children with intellectual disabilities: implications for AAC practices. The 16th annual convention of the Israeli Association for Literacy and Language, Rupin, Israel. ˙ פ‰, ספרו ˘ - ˙ וני עברי ˘ ‰לימו„ים בחינוך ל ˙ וכני ˙ וני ˘ ווים מנחים חינוך ל ˜ ˙ חובר 1 ס"‚ ˘˙ לים ˘ ירו | י ˙„- י ˙ י ו‰ממלכ ˙ ‰ספר ‰יסו„י ‰ממלכ ˙ לבי ˙ רבו ˙ ו https://pop.education.gov.il/tchumey_daat/ivrit_chinhch_ leshony/yesodi/pedagogy-hebrew-linguistic-education/curriculum/ 2https://pop.education.gov.il/special-education/language-eduction-special-education 3https://ishla.org.il/wp-content/uploads/2023/05/%D7%A0%D7%99%D7%99%D7%A8-%D7%A2%D7%9E%D7%93%D7% 94-%D7%9C%D7%A7%D7%95%D7%99%D7%95%D7%AA-%D7%A9%D7%A4%D7%94- %D7%9C%D7%9E%D7%99%D7%93%D7%94.pdf Savaldi-Harussi, G., & Uziel, S. (2024). Frequency of Hebrew word usage by children with intellectual and developmental disabilities: implications for AAC core vocabulary. Augmentative and Alternative Communication, 1-9. Vinder, H., & Lebel, T. (2021). How do augmentative and alternative communication users deal with lexical voids? DaSH BaReShet: The Israeli Journal of Speech Hearing, Swallowing, Acquisition, Language Communication, 40, 43-66. ‡ ˙ ˘ ˆ ל ‚ ט ב
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