שנתון מספר 40 - isaac 2025

86 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 Fajrie, N., Purbasari, I., Bamiro, N. B., & Evans, D. G. (2024). Does art education matter in inclusiveness for learners with disabilities? A systematic review. International Journal of Learning, Teaching and Educational Research, 23(6), 96-124. Ma, G. Y. K., & Mak, W. W. (2022). Meta-analysis of studies on the impact of mobility disability simulation programs on attitudes toward people with disabilities and environmental in/accessibility. Plos one, 17(6), e0269357. Marean, T. (1995). Wet-into-Wet Watercolor: The Complete Guide to an Essential Watercolor Technique. ArtTherapy, 12(4), 269–270 . Ne’eman. A., Shalev, M.& Hermelin Fine, Y., (2022). Diversity in action: The story of an art workshop for neurodiverse students. Autonomy and Responsibility Journal of Educational Sciences.7 (1), 253-535. Pinto-Coelho, L., Laska-Leśniewicz, A., Pereira, E. T., & Sztobryn-Giercuszkiewicz, J. (2023). Inclusion and adaptation beyond disability: Using virtual reality to foster empathy. Medycyna Pracy. Workers’ Health and Safety, 74(3), 171-185. Rege, S. (2025). Art Education for Students with Disabilities: Fostering Creativity, Inclusion, and Development: A Comprehensive Study. IJCRT Research Journal| UGC Approved and UGC Care Journal| Scopus Indexed Journal Norms, 15(1), 50438-50441.

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