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Tali Heiman, Associate Professor

Contact Info

The Open University of Israel Department of Education and Psychology 1 University Road P.O.B. 808 Ra’anana 4353701, Israel
Office:972-9-7781472 Mobile:972-54447805 Email:talihe@openu.ac.il

Areas of Interest
  • Social, emotional, and behavioral traits of individuals with disabilities
  • Bullying and cyberbullying and their psychological impact
  • The use of digital assistive technology among students with disabilities
  • The inclusion process: implementation and attitudes
  • Families of children with special needs

Tali Heiman, an associate professor of special education. Her research focuses on social and emotional aspects related to special education students; in particular, those with learning disabilities and/or ADHD. She explores life-cycle perceptions as they relate to digital and assistive technology, bullying and cyberbullying, the inclusion process, and educational staff.
Prof. Heiman also analyzes the ways in which families cope with students with disabilities, and issues related to young adults in higher education. Her academic work benefits from both theoretical and practical perspectives.

Ph.D, Tel Aviv University, Education
M.A, Tel Aviv University, Counseling Education
Teacher Certification, Tel Aviv University, Special Education
B.A, Tel Aviv University, Special education and French literature
2008 - 2011
Chair, Department of Education and Psychology
2007 - 2009
Chair, Social Sciences Subcommittee

2017 - 2020  Israeli Ministry of Education

2018 - 2020  Keren Shalem Fund, Israel

2016 - 2019 The Leverhulme Trust - International Network Grant, UK,

2010 - 2012 Lifelong Learning project - the European commission

2010 - 2011 Israeli Ministry of EducationIsraeli Ministry of Education

2007; 2009  Research Center for the Integration of Technology in Education, The Open University of Israel

Heiman, T., Shaked, N., & Piterse, E. (2012; revised 2019). Technology Usage for People with Special Needs. Ra'anana, Israel: The Open University. Textbook, MA program in education. (Hebrew)

Heiman, T. (revised 2016). Introduction to Special Education. The Open University. Textbook, BA program in education. (Hebrew)

Heiman, T. (2004; revised 2015). Hyperactivity and Attention Deficit Disorders. Tel Aviv, Israel: The Open University. Textbook, BA program in education. (Hebrew)

Heiman, T. (1999; revised 2012). Learning Disabilities. Tel Aviv, Israel: The Open University. Textbook, BA program in education. (Hebrew)

Heiman, T. & Kaspi-Tzahor, D. (revised 2011, 2021). Giftedness and Special Talents. Tel Aviv, Israel: The Open University. Textbook, BA program in education. (Hebrew)

Heiman, T., & Olenik-Shemesh, D. (2020). Social-emotional profile of children with and without learning disabilities: The relationship with perceived loneliness, self-efficacy and well-being. International Journal of Environmental Research and Public Health, 17(20), 7358-7373. ijerph-944052.

Seale, J., Colwell, C., Coughlan, T., Heiman, T., Kaspi-Tsahor, D., & Olenik-Shemesh, D. (2020). Dreaming in colour: Disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies.  Education and Information Technologies, 1-33. doi: 10.1007/s10639-020-10329-7

Olenik-Shemesh, D., Heiman, T., & Assaiag, A. (2020). The challenges facing Arab students with learning disabilities in higher education institutions and the role of support centers in their academic functioning: A preliminary study. International Education Studies, 13(11), DOI:10.5539/ies.v13n11p44

Skrzypiec, G., Alinsug, E., Nasiruddin, E., Andreou, E., Brighi, A., Didaskalou, D., Guarini, A., Heiman, T., Kang, SW., Kwon, S., Olenik-Shemesh, D., Ortega-Ruiz, R., Romera, E., Roussi-Vergou, C., Sandhu, D., Sikorska, I., Wyra, M., Xi, J., & Yang, C.  (2020). Harmful peer aggression in four world regions: Relationship between aggressed and aggressor. Journal of School Violence, 1-16, https://www.tandfonline.com/doi/full/10.1080/15388220.2020.1808789

Olenik-Shemesh, D., Heiman, T., & Zuaret-Hannan, M. (2019). Cyber-victimization among young children: Mapping the phenomenon and the relationship with social support and sense of loneliness. Studies in Education: Journal for Study and Research in Education 20, 55-83. (Eunim Ba'hinuch). (Hebrew)

Heiman, T. & Olenik-Shemesh, D. (2019). Perceived body appearance and eating habits: The voice of young and adult students attending higher education. International Journal of Environmental Research and Public Health, 16, 451-463. https://doi.org/10.3390/ijerph16030451

Heiman, T. & Olenik Shemesh, D. (2019). Predictors of cyber-victimization of higher-education students with and without learning disabilities. Journal of Youth Studies, 22(2), 205-222. https://doi.org/10.1080/13676261.2018.1492103

Heiman, T., Olenik-Shemesh, D., & Frank, G. (2019). Patterns of coping with cyberbullying: Emotional, behavioral and strategic coping reactions among junior high school students. Journal of Violence and Victims, 34(1), 28-45. https://doi.org/10.1891/0886-6708.34.1.28

Olenik-Shemesh, D., Heiman, T., & Zur, Y. (2019). Educational intervention program for coping with youth cyberbullying, based on bystanders' involvement. International Journal of Education, 11(2). https://www.researchgate.net/publication/334128211_Educational_Intervention_Program_for_Coping_with_Youth_Cyberbullying_Based_on_Bystanders'_Involvement

Fichten, C., Jorgensen, M., King, L., Havel, A., Heiman, T., Olenik-Shemesh, D., & Kaspi-Tsahor, D. (2019). Mobile technologies that help post-secondary students succeed: A pilot study of Canadian and Israeli professionals and students with disabilities. International Research in Higher Education, 4(3). https://doi.org/10.5430/irhe.v4n3p35

Olenik-Shemesh, D., Heiman, T., & Keshet, N. (2019). Factors that affect teachers’ coping with cyberbullying: Implications for teacher education programs. Creative Education, 10, 3357-3371.

Heiman, T., Olenik-Shemesh, D. & Liberman, G. (2018). Adolescent involvement in face-to-face and cyber victimization: Can personal well-being mediate social-emotional behavior? Journal of Youth Studies, 21(3), 391-404.doi: 10.1080/13676261.2017.1366650

Lavan, A., Reitr, S., & Heiman, T. (2018). Educational involvement of parents of mainstreamed special needs children. Contemporary School Psychology, 23(4), 401-411. https://doi.org/10.1007/s40688-018-0202-1

Olenik-Shemesh, D., Heiman, T., & Keshet, N. (2018). The role of career aspiration, self-esteem, body esteem, and gender in predicting sense of well-being among emerging adults. The Journal of Genetic Psychology: Research and Theory on Human Development, 179(6), 343-356, https://doi.org/10.1080/00221325.2018.1526163

Olenik-Shemesh, D., Heiman, T., & Kopel-Ben-Ari, D. (2018). Developing, implementing and evaluating an intervention program on cyberbullying for teachers. International Journal of Learning and Teaching, 4(4), 2377-2891 https://doi.org/10.1080/00221325.2018.1526163

Heiman, T., Fichten, C. S., Olenik-Shemesh, D., Keshet, N. S., & Jorgensen, M. (2017). Access and perceived ICT usability among students with disabilities attending higher education institutions. Education and Information Technologies,22, 2727-2740. https://doi.org/10.1007/s10639-017-9623-0

Heiman, T. & Olenik-Shemesh, D. (2017). Cyberbullying and traditional bullying: Parents' perceptions of their child with learning disabilities. Journal of Humanities and Social Science, 22(1), 59-66. https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.9790%2F0837-2201065966

Heiman, T. (2017). The Internet forums as a tool for coping and consultation for mothers of children with ADHD. Psychology Research, 7(1), 29-41.doi:10.17265/2159-5542/2017.01.003

Olenik-Shemesh, D., Heiman, T., &, Zuaretz-Hannan, M. (2017). Cyber-victimization among children: Prevalence, characteristics, gender differences and links to social difficulties. Journal of Child & Adolescent Behavior, 5, 339 - 350oi:10.4172/2375-4494.1000339

Heiman, T. & Olenik-Shemesh, D. (2016). Cyberbullying involvement of adolescents with low vision compared to typical adolescents, as related to perceived social support. Journal of Aggression, Maltreatment & Trauma, 26(21), 105-115. https://doi.org/10.1080/10926771.2016.1228725

Fichten, C.S., Heiman, T., Jorgensen, M., Nguyen, M., Havel, A., King, L., Budd, J., & Amsel, R. (2016). Sustainability of disability-related services in Canada and Israel: Will the real universal design please stand up? Exceptionality Education International, 26(1), 19-35

Fichten, C.S., Heiman, T., Jorgensen, M., Nguyen, M., Havel, A., King, L., Budd, J., & Amsel, R. (2016). Theory of Planned Behavior predicts graduation intentions of Canadian and Israeli postsecondary students with and without learning disabilities/attention deficit hyperactivity disorder. International Journal of Higher Education, 5(1), 208-219. http://www.sciedupress.com/journal/index.php/ijhe/article/download/8718/5246

Olenik-Shemesh, D. & Heiman, T. (2016). Bystander behavior in cyberbullying episodes: Active and passive patterns in the context of personal-socio-emotional factors. Journal of Interpersonal Violence, 32(1), 23-48. https://doi.org/10.1177%2F0886260515585531

Olenik-Shemesh, D. & Heiman, T. (2015). Exploring cyberbullying among primary school children in relation to Internet use, social support, loneliness, self-efficacy and well-being. Child Welfare Journal, 93(5), 27-46. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=f4dcbda3-dbb2-4f88-950b-0630acd5270a%40pdc-v-sessmgr02

Heiman, T. & Olenik-Shemesh, D. (2015). Student voices in the internet: Vulnerability of adolescents with learning disabilities, ADHD, visual and auditory disabilities. Iunim b'safa v'hevra (Israeli Studies in Language and Society), 7(1-2), 88-104. (Hebrew)

Heiman, T. & Olenik-Shemesh, D. (2015). Computer-based communication and cyberbullying involvement in a sample of Arab teenagers. Education and Information Technologies. DOI 10.1007/s10639-015-9375-7

Tarablus, T., Heiman, T., & Olenik-Shemesh, D. (2015). Cyberbullying among teenagers in Israel: An examination of cyberbullying, traditional bullying, and socio-emotional functioning. Journal of Aggression, Maltreatment & Trauma, 24(6), 1-14.https://doi.org/10.1080/10926771.2015.1049763

Heiman, T., & Olenik-Shemesh, D. (2015). Cyberbullying experience among adolescents with LD attending general and special education classes. Journal of Learning Disabilities, 48(2), 146-155https://doi.org/10.1177%2F0022219413492855

Olenik-Shemesh, D., Heiman, T., & Rabin, E. (2014). The Virtual Anti-Bullying Village Project for coping with bullying and cyberbullying within a 3D virtual learning environment: evaluation research. International Journal of Cyber Society and Education, 7(2), 97-124. https://doi.org/10.7903/IJCSE.1147

Heiman, T., Olenik-Shemesh, D., & Eden, S. (2014). Cyberbullying involvement among students with ADHD: Relation to self-efficacy, social support and loneliness. The European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2014.943562

Heiman, T., Olenik-Shemesh, D. & Eden, S. (2014). Involvement in social networking and cyber victimization among students with and without attention deficit hyperactivity disorder, and the relationships with perceived social self-efficacy, loneliness and social support. Mifgash (Meeting), 39(22), 91-110. (Hebrew)

Eden, S., Heiman, T., & Olenik-Shemesh, D. (2014). Bully versus victim on the internet: The correlation with emotional-social characteristics. Education and Information Technologies, 21(3), 699-713. doi: 10.1007/s10639-014-9348-2.

Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimization in adolescence: Relationships with loneliness and depressive mood. Emotional Behavioral Difficulties Journal, 17(3-4), 361-374.

Olenik-Shemesh, D., & Heiman, T. (2012). Cyberbullying among adolescents (2012). Hed- Hahinuch, Towards the 21st Century, 6, 32-36. (Hebrew)

Eden, S., Heiman, T., & Olenik-Shemesh, D. (2012). Teachers' perceptions, belief and concerns about cyberbullying. British Journal of Educational Technology, 43(6), 1-17. https://doi.org/10.1111/j.1467-8535.2012.01363.x

Heiman, T. & Olenik-Shemesh, D. (2012). Students with learning disabilities in higher education: Use and contribution of assistive technology, website courses and their correlation to students' hope and well-being. Journal of Learning Disabilities, 45(4), 308–318. https://doi.org/10.1177%2F0022219410392047

Eden, S. & Heiman, T. (2011). Computer mediated communication: Social support for students with and without learning disabilities. Educational Technology & Society, 14(2), 89-97.

Heiman, T., Zinck, L., & Heath, N. (2008). Parents and youth with learning disabilities: Perceptions of relationships and communication. Journal of Learning Disabilities, 41(6), 524-534.

Heiman, T. (2008). Females with learning disabilities taking online courses: Perceptions of the learning environment, coping and well-being. Journal of Postsecondary Education and Disability, 21(1), 4-14.

Heiman, T. (2008). The effects of e-mail messages in a distance learning university on the perceived learning environment and on coping strategies. Quarterly Review of Distance Education, 9(3), 237-248.

Heiman, T. & Berger, O. (2008). Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support. Research in Developmental Disabilities, 29(4), 289-300.

Heiman T., Almog, N., & Godder, E. (2006). Students with visual impairment and students with hearing impairment: Coping strategies and support services at the Open University. Topics in Special Education and Rehabilitation, 21, 33-44.

Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29(1), 55-63.

Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with and without learning disabilities. Social Psychology of Education, 9(4), 461-478.

Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339.  

Heiman, T. & Kariv, D. (2005). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education, 125(2), 313-324.

Kariv, D. & Heiman, T. (2005). Stressors, stress and coping in dual-demand environments: the case of working "back to schoolers." Journal of Adult and Continuing Education, 11(10), 91-110.

Kariv, D. & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal, 39(1), 72-89.

Heiman, T. & Kariv, D. (2004). Coping experience among students in higher education. Educational Studies, 30(4), 441-455.

Heiman, T. (2004). Examination of the Salutogenic Model, support resources, coping style and stressors among university students. The Journal of Psychology, 138(6), 505-520.

Heiman, T. (2004). Teachers coping with changes: Including students with disabilities in mainstream classes – An international view. International Journal of Special Education, 19(2), 91-103.

Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36(3), 248-258. https://doi.org/10.1177%2F002221940303600304

Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85 - 98.

Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14(2), 159-171.

Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teacher perceptions. Journal of Child and Family Welfare, 5(1-2), 52-61.

Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Student reports and teacher evaluations. Journal of Intellectual Disability Research, 45(6), 526 - 534.

Heiman, T. (2001). Inclusive schooling: Middle school teachers’ perceptions. School Psychology International, 22(4), 451 – 462.

Heiman, T. (2000). Friendship quality among students in three educational settings. Journal of Intellectual & Development Disability, 25, 1-12.

Heiman, T. (2000). Quality and quantity of friendship: Students’ and teachers’ perceptions. Journal of School Psychology International, 21(3), 265-280.

Heiman, T. & Margalit, M. (1998). Loneliness, depression and social skills among students with mild mental retardation in special education and in mainstreamed classes. Journal of Special Education, 32(3), 154 - 163.

Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253 - 262. Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253 - 262.

Karniol, R. & Heiman, T. (1987). Situational antecedent of children’s anger experiences and subsequent responses to adult versus peer provokers. Journal of Aggressive Behavior, 13, 109 - 118.

Margalit, M. & Heiman, T. (1986). Family climate and anxiety of families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841 - 856.

Margalit, M., & Heiman, T. (1986). Learning disabled boys’ anxiety, parental anxiety, and family climate. Journal of Clinical Child Psychology, 15, 248 – 253

Margalit, M., & Heiman, T. (1983). Anxiety and self-dissatisfaction in epileptic children. International Journal of Social Psychiatry, 29, 220 - 224.

Heiman T., Coughlan T., Rangin H., & Deimann M. (2020). New designs or new practices? Multiple perspectives on the ICT and accessibility conundrum. In: Seale J. (Eds.), Improving Accessible Digital Practices in Higher Education. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-37125-8_5

Olenik Shemesh, D., & Heiman, T. (2014). Cyberbullying victimization: Linkages with loneliness and depressive mood. In S. Cooper and K. Ratele (eds.), Psychology Serving Humanity: Western Psychology (Vol. 2, pp. 376-388). London & New York: Taylor & Francis Press.

Heiman, T. & Olenik-Shemesh, D. (2014). Cyberbullying among adolescents: Risk and protective factors. In A. Gruper, & S. Romi (Eds.), Children and Adolescents at Risk in Israel: Promoting Knowledge, Methods of Intervention, Training and Future Plans (vol. 1, pp.413- 446). Tel- Aviv, Israel: Mofet (Hebrew).

Heiman, T. & Olenik-Shemesh, D. (2013). Youth cyberbullying: Risks, intervention and prevention. In A. M. Columbus, (Ed.), Advances in Psychology Research (Vol. 96, Chap. 8, pp 269-285). NY: Nova Science.

O’Moore, M. Cross, D., Valimaki, M.., Almeida, A,.Berne, S., Kurki,M., Olenik-Shemesh, D., Heiman, T., Deboutte, G., Fandrem, H.,Stald, G.,  Sygkollitou,E., & Fulop, M. (2013). Guidelines to prevent cyber-bullying: A cross-national review. In: P.K. Smith, and G. Steffgen, (Eds.), Cyberbullying Through the New Media: Findings from an International Network. UK: Psychology Press. 

Lavan, A., & Heiman, T. (2011). Parents to children with special needs included in mainstreamed educational settings: Their perceptions and involvement within the educational process. In G. Avisar, Y. Leyzer., & S. Reiter (Eds.), Inclusiveness: Education and Society (pp. 245-267). Haifa, Israel: AHVA. (Hebrew)

Heiman, T. & Avissar, G. (2020). Examining the inclusion process of students with intellectual disabilities in mainstream schools in Israel: Main characteristics and levels of satisfaction among the educational staff, peers, students and their parents. Research Report: Shalem Foundation for Development of Services for People with Intellectual Disabilities in Israel. pp. 1-80. (Hebrew)

Heiman, T., Olenik-Shemesh, D., & Eden, S. (2014). Aggressive behavior and vulnerability on the Internet: Characteristics, patterns, risk and protective factors among children and adolescents. Research Report. pp. 1-70. Jerusalem, Israel: The Israeli Ministry of Education.