1.7. المراجع العربية:-
السالم، ماجد. (2016). زيادة الكفاية التدريسية لدى معلمي الصم وضعاف السمع من خلال مبادئ التصميم الشامل للتعلم. المجلة الدولية التربوية المتخصصة، 5(4)، 114- 134.
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الفوزان، سارة، والقحطاني، محمد. (2022). التصميم الشامل للانتقال إلى ما بعد المرحلة الثانوية للطالبات ذوات الإعاقة الفكرية من وجهة نظر معلماتهن. مجلة البحث في التربية، 23(5)، 62-87.
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الفوزان، سارة، والراوي، جميلة. (2019). البرامج الانتقالية المقدمة للطالبات ذوات الإعاقة الفكرية من وجهة نظر المعلمات بالمنطقة الوسطى: دراسة نوعية. المجلة التربوية الدولية المتخصصة، 8(6)، 43 - 51.
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الفوزان، سارة، والقحطاني، محمد. (2022). التصميم الشامل للانتقال إلى ما بعد المرحلة الثانوية للطالبات ذوات الإعاقة الفكرية من وجهة نظر معلماتهن. مجلة البحث العلمي في التربية، 23(5)، 62-87.
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القحطاني، ندى والسليم، غالية. (2022). مدى توافر معايير التصميم الشامل للتعلُّم في الأداء التدريسي لمعلمات مدارس التعليم الشامل. مجلة كلية التربية بجامعة طنطا، 85(1)،291-326.
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بطاينة، أسامة والرويلي، مد الله. (2015). اتجاهات المعلمين نحو دمج الأطفال ذوي الإعاقة الحركية في المدارس الحكومية في شمال المملكة العربية السعودية المجلة الأردنية في العلوم التربوية، 11(2)،145- 168.
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رؤية المملكة العربية السعودية 2030 (2016).
https://www.vision2030.gov.sa/download/file/fid/422
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مراد، حسام. (2019). متطلبات تطوير نظام دمج ذوي الاحتياجات الخاصة في المدارس العادية الحكومية" رؤية مقترحة". مجلة كلية التربية بجامعة دمياط،1(73)، 10-32.
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حريري، هند. (2021). رؤية مقترحة لاستخدام الذكاء الاصطناعي في دعم التعليم بالجامعات في المملكة العربية السعودية لمواجهة جائحة كورونا في ضوء الاستفادة من تجربة الصين، مجلة الجامعة الإسلامية للعلوم التربوية والاجتماعية، 366- 427.
7.2. References
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