Dr. Tali Heiman

Areas of Interest:

Special education areas:

• Learning-style, emotional and social coping of students with and without ADHD or with learning disabilities.
• Families with a child with special needs: Coping, adjustment, and expectations.
• Teachers in mainstreamed vs. special education systems.

Selected Publications:

• 2000 Heiman, T. (2004). Attention deficit, hyperactivity disorder. Tel Aviv: The Open University. (in Hebrew).
  
  
• 1994 Heiman, T. (1999). Learning disabilities. Tel Aviv: The Open University. (in Hebrew).
  
  

Articles in Books:

• Heiman, T., & Olenik, D. (2004). Teachers' coping integrating students with special needs in mainstreamed class. In Guri-Rosenblit, S. (Ed.,), Teachers in a changing world: Trends and challenges (pp. 131-156). Tel Aviv: The Open University. (in Hebrew).
  
  
• Heiman, T., & Olenik, D. (1998). Academic adjustment of pupils with learning disability. In T. Heiman & Olenik, D. (Eds.,). Students with learning disabilities: New perspectives. Tel Aviv: The Open University (in Hebrew).
  
  

Articles in Refereed Journals:

• Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26.
  
  
• 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 (accepted in 3.2004).
  
  
• Kariv, D. & Heiman, T. (2004). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal,
  
  
• Heiman, T. (2004). The attitudes of teachers and students with LD toward inclusion in regular classes: The case of junior high school. Behavioral Psychology,
  
  
• Heiman, T. & Kariv, D. (2004). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education,
  
  
• Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36 (3), 248-258.
  
  
• Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85 - 98.
  
  
• Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teachers perceptions. Journal of Child and Family Welfare, 5 (1-2), 52-61.
  
  
• 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. (2001). Inclusive schooling: Middle - School teachers' perceptions. School Psychology International, 22 (4), 451 - 462.
  
  
• Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Students' reports and teachers' evaluations. Journal of Intellectual Disability Research, 45 (6), 526 - 534.
  
  
• 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.
  
  
• 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.