شناسایی مؤلفه‌های برنامه درسی تلفیقی با رویکرد ارتقای سازگاری تحصیلی ویژه دانش‌آموزان دارای اختلالات یادگیری

Ahmadi, P. (2021, 2021/03/08). Developing an Action Guide for Integrated Curriculum and Instruction to Empower Primary-School Teachers in Virtual Education during the COVID-19 Era. Proceedings of the Eighteenth Conference of the Iranian Curriculum Studies Association: Iranian Identity, Curriculum, and Education in the Post-COVID Era, Mashhad, Iran.

Azizi, M., Kazemi, S., & Pakmehr, H. (2024). A Phenomenological Study of the Skills-Training Curriculum for Students with Special Needs: Future-Oriented Educational Outcomes. Exceptional Children, 24(1), 23-36.

Bahramipour, F., Kazemian Moghadam, K., & Haroun Rashidi, H. (2024). The Effectiveness of Self-Regulation Training on Self-Perception, Social Competence, and Resilience in Children with Learning Disabilities. Learning Disabilities, 14(1), 11-23. https://doi.org/10.22098/jld.2025.15782.2194

Bourke, T., L'Estrange, L., Willis, J., Alford, J., Davis, J., Henderson, D., & Clark-Fookes, T. (2022). Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review. Australian Journal of Teacher Education, 47(3), 36-56. https://doi.org/10.14221/ajte.2022v47n3.3

Brandenburg, J., Huschka, S. S., Visser, L., & Hasselhorn, M. (2021). Are Different Types of Learning Disorder Associated with Distinct Cognitive Functioning Profiles? Frontiers in psychology, 12, 725374. https://doi.org/10.3389/fpsyg.2021.725374

Campos, M., Peixoto, F., Bártolo-Ribeiro, R., & Almeida, L. S. (2022). Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education. Education Sciences, 12(10), 658. https://doi.org/10.3390/educsci12100658

Corti, F., Llanes, J., Dorio Alcaraz, I., & Freixa Niella, M. (2023). Initial Adaptation among University Students: The Case of the Social Sciences. PLoS One, 18(11), e0294440. https://doi.org/10.1371/journal.pone.0294440

Drake, S. M., & Reid, J. L. (2020). Twenty-First-Century Competencies in Light of the History of Integrated Curriculum. Frontiers in Education, 5, 122. https://doi.org/10.3389/feduc.2020.00122

Einav, M., & Margalit, M. (2022). The Hope Theory and Specific Learning Disorders and/or Attention Deficit Disorders: Developmental Perspectives. Current opinion in psychology, 48, 101471. https://doi.org/10.1016/j.copsyc.2022.101471

Esmaeili, Z. (2020). Developing an Action Guide for the Integrated Curriculum of Grade One in Primary School [Master's thesis, Alzahra University]. Tehran, Iran.

Fauzi, K. M. A., Hia, Y., Darari, M. B., & Siagian, M. D. (2024). Efforts to Overcome Students' Learning Difficulties in Geometry: A Didactic Design of Creative Thinking Skills through Metacognitive Approaches. Beta: Jurnal Tadris Matematika, 17(2), 159-182. https://doi.org/10.20414/betajtm.v17i2.648

Fazli Ahmadabad, M. S., & Elyasi, F. (2020). Examining Life-Skills Educational Programs for Children to Prevent Social Harm. Fifth International Conference on Innovation and Research in Educational Sciences, Management, and Psychology, Tehran, Iran.

Inanlou, & Ghamari. (2022). Predicting Academic Adjustment Based on Coping Strategies and Academic Ethics among Students. Education and Evaluation, 14(55), 14-34.

Junevicius, A., Juneviciene, O., Cepeliauskaite, G., & Daugeliene, R. (2021). Development and Implementation of Integrated Curriculum in Management Studies. European Journal of Contemporary Education, 10(2), 375-394. https://doi.org/10.13187/ejced.2021.2.375

Mahdizadeh, D., Ahmadi, P., & Samadi, P. (2022). Developing an Action Guide for the Integrated Curriculum of Grade Two in Primary School. Curriculum and Instruction Perspectives, 2(2).

Maheralnaghsh, M., Moradi, M. R., & Maheralnaghsh, F. (2020). The Effectiveness of Positive Self-Talk on Academic Buoyancy and Test Anxiety among Students with Specific Learning Disorder. Educational Research Quarterly, Islamic Azad University, Bojnord Branch, 15(64), 53-66.

Mamghanian, S., & Alivandi, M. (2023). Investigating the Effectiveness of Puppet Play Therapy on Self-Concept, Perceived Competence, and Social Development of Fifth-Grade Slow-Learner Students in Azarshahr. Journal of Education and Research, 16(62), 13-38. https://doi.org/10.22034/edu-res.2023.3813

Mazaheri Tehrani, F., Ghanbari, S., Fathabadi, J., Shokri, O., & Sharifi, M. (2022). Presenting a Qualitative Model of Emotional Problems in Children with Learning Disabilities. Educational Psychology Quarterly, 18(63), 83-113. https://doi.org/10.22054/jep.2023.58541.3268

Mirshkar, Ahmadi, P., & Samadi, P. (2022). Developing an Integrated Curriculum Action Guide and Validating It from Teachers' Perspectives. Curriculum and Instruction Perspectives, 2(3).

Mitchell, D., & Sutherland, D. (2020). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Routledge. https://doi.org/10.4324/9780429401923

Mohammadi, F., Nateghi, F., & Seifi, M. (2025). Designing and Validating a Teacher-Empowerment Program Model for Teachers of Students with Special Needs in Mainstream Primary Schools. Teacher Professional Development, 10(1), 55-88. https://doi.org/10.48310/tpd.2025.16991.1715

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and Differentiated Instruction: Exploring Differentiation Practices to Address Student Diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. https://doi.org/10.1111/1471-3802.12481

Rasouli Sangani, A., Momeni Mahmoei, H., Ajam, A. A., & Mahdipour, Y. (2026). Examining the Current Status of Curricula for Lower-Secondary Students with Special Needs in Terms of Attention to Social Skills: A Grounded Theory Approach. Interdisciplinary Studies in Education, 5(2). https://doi.org/10.48310/ise.2026.21364.1484

Saberi, S., Balouchi, N., & Ranjbar Azadi, P. (2022). Examining the Relationship between Social Adjustment and Its Components with Academic Achievement among Primary-School Students in Bent. New Advances in Psychology, Educational Sciences, and Education, 5(50), 333-361.

San, C. K., & Guo, H. (2023). Institutional Support, Social Support, and Academic Performance: The Mediating Role of Academic Adaptation. European Journal of Psychology of Education, 38(4), 1659-1675. https://doi.org/10.1007/s10212-022-00657-2

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative Assessment: A Systematic Review of Critical Teacher Prerequisites for Classroom Practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602

Siavashifar, N., & Abedi, S. (2022). A Systematic Review of Interventions for Specific Learning Disorder with Impairment in Mathematics. Learning Disabilities, 12(2), 46-62. https://doi.org/10.22098/jld.2022.7593.1812

Singh, C. A., & Muis, K. R. (2024). An Integrated Model of Socially Shared Regulation of Learning: The Role of Metacognition, Affect, and Motivation. Educational Psychologist, 59(3), 177-194. https://doi.org/10.1080/00461520.2023.2294881

Tarifi, H., Shahni, Y., Monijeh, Haji, Y., & Alipour, B. (2021). Design, Development, and Validation of a Psychoeducational Empowerment Program Based on Self-Regulation Executive Functions: The McCloskey Model for Students with Specific Learning Disorder. Empowering Exceptional Children, 8(4), 17-33.

Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making Curriculum Work for All Students through Responsive Planning and Instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems and Models for Developing Programs for the Gifted and Talented (pp. 599-628). Routledge. https://doi.org/10.4324/9781003290681-34

VanTassel-Baska, J., & Wood, S. M. (2023). The Integrated Curriculum Model. In Systems and Models for Developing Programs for the Gifted and Talented (pp. 655-691). Routledge. https://doi.org/10.4324/9781003419426-24

Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom Climate and Children's Academic and Psychological Well-Being: A Systematic Review and Meta-Analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912

Weis, R., & Beauchemin, E. L. (2020). Are Separate-Room Test Accommodations Effective for College Students with Disabilities? Assessment & Evaluation in Higher Education, 45(5), 794-809. https://doi.org/10.1080/02602938.2019.1702922

Yousefi, V., Seif, N., & Naderi. (2021). Designing and Validating an Integrated Curriculum Model for Preschool Education with a Focus on the Psychomotor Domain. Research in Curriculum Planning, 18(70), 173-188.