منابع
البرزی، شهلا (1382). روش‌های نوین ارتباط والدین با مدرسه. قم: انتشارات پژوهشکده‌ی خانواده.
بهبودی، هایده (1387). اهمیت مشارکت والدین در فعالیت‌های مدرسه. تعلیم و تربیت استثنایی، شماره 87، 70-65.
بیرانوند، مراد (1386). اختلالات یادگیری. آدرس انتشارات: انتشارات معتبر.
پورشهریاری، مه سیما (1388). بررسی رابطه شرم با ابعاد خشم و مقایسه آن در دانشجویان دانشگاه‌های تهران. مطالعات روان‌شناختی، دوره 5، شماره 3، ص 46-27.
جلیل آبکنار، سیده سمیه و عاشورایی، محمد (1392). نکته‌های کاربردی برای آموزش دانش‌آموزان با اختلال یادگیری (اختلال در خواندن، نوشتن و دیکته). تعلیم و تربیت استثنایی، سال 13، شماره 3، پیاپی 116، ص 40-31.
عرفانی، نصرا.. (1376). بررسی تنوع اختلالات یادگیری در بین دانش‌آموزان ابتدایی شهرستان کردستان. فصلنامه تعلیم و تربیت، دوره 13، شماره 4، مسلسل 56، ص 86-59.
فرامرزی، سالار؛ تقی پور جوان، عباسعلی؛ دهقانی، مصطفی و مرادی، محمدرضا (1392). مقایسه‌ی سبک‌های دلبستگی و شیوه‌های فرزندپروری مادران دانش‌آموزان عادی و دانش‌آموزان با اختلال یادگیری. جنتاشاپیر، دوره 4، شماره 3، ص 254-245.
کشاورز، سوسن (1391). خانواده و کودک با نیاز ویژه (تبیین نقش قبل از تولد و بعد از تولد). تعلیم و تربیت استثنایی، دوره 10، ص 70-57.
نقش، زهرا؛ قاسم زاده، سوگند و افضلی، لیلا (1396). وضعیت اجتماعی-اقتصادی و عملکرد دانش‌آموزان دارای اختلال یادگیری: بررسی نقش واسطه ای مشارکت والدین. توانمندسازی کودکان استثنایی، دوره 8، شماره 2، ص 6-14.
Arthure, A.R (2003). The emotional lives of people with learning disability. British Journal of learning Disabilities, 31, 25-31.
Bandura A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3, 37-43.
Bryant,h, T, & Bryant, H.G, (1975). Understanding lerning disabilities. New York: Alfered pub. Co.
Büttner, G., & Hasselhorn, M. (2011). Learning disabilities: Debates on definitions, causes, subtypes, and responses. International Journal of Disability, Development and Education, 58, 75–87.
Christian, K., Morrison, FJ., & Bryant, FB. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13, 501–521.
Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learn Disabil Q, 33(1), 43–55.
Emerson, L., Fear, J., Fox, S., & Sander, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the family-school and community partnerships bureau: Canberra
Ferrel, J. (2012). Family engagement and children with disabilities: A resource guide for educators and parents. (Retrieved from file:///C:/Documents%20and%20Settings/ samsung/My%20Documents/Downloads/FE-ChildrenWithDisabilities.pdf).
Gillat, O., & Shaver, P. (2007). Effects of attachment style and relationship context on selection among relational strategies. J Res Pers, 41, 968-76.
Gonzalez-DeHass, AR., Willems, PP., & Holbein, MF. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99–123.
Gray, D. (2002). Everybody just freezes. Everybody is just embarrassed: Felt and enacted stigma among parents of children with high functioning autism. Sociology of Health & Illness, 24, 734–749.
Grolnick, WS., Ryan, RM., & Deci, EL. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508–517.
Grolnick, W. S., Benjet, C., Kurowski, C., & Apostoleris, N. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89, 538–548.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hill, NE., & Craft, S.A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 96, 74–83.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education?. Review of Educational Research, 67, 3–42.
Heerman, W., Taylor, J., Wallston, K., & Barkin, S. (2017). Parenting self-efficacy,parent depression, and healthy childhood behaviors in a low-income minoritypopulation: A cross-sectional analysis. Maternal and Child Health Journal, 21, 1156–1165.
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. American Journal of Community Psychology, 27, 817–839.
Jamshidi, A., & Naraghi, M. (2005). Evaluating and comparing The social skills in learning disabilities 8 th-12 th years and normal students in Tehran. Research on Exceptional Children, 5, 86-89. [Persian].
Kafi, M., Zeinali, Sh., Khosrojavid, M., & Miahnahri, F. (2013). A comparison of behavioral characteristics and social development in children with and without learning Disability. Journal of Learning Disabilities, 2, 124-139. [Persian].
Liu, T., Holmes, K., & Zhang, M. (2018). Better educational inclusion of migrantchildren in urban schools? Exploring the influences of the population controlpolicy in large Chinese cities. Asian Social Work and Policy Review, 12, 54–62.
Mehrotra, K., Manzur, S., Ooil, YP., Lim, CG., Fung, DSS., & Ang, RP. (2011). Prevalence of behavioral and emotional problems in children at risk for learning difficulties. Abstracts of the 19th European congress of psychiatry, 26, 316- 326.
Mills, R. S. L., Freeman,W. S., Clara, I. P., Elgar, F. J.,Walling, B. R., & Mak, L. (2007). Parent proneness to shame and the use of psychological control. Journal of Child and Family Studies, 16, 359–374
National Advisory Committee on handicapped children, (1968). SPECIAL EDOCATION For handicapped children. Washington, D.C. U.S.A.
Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children's learning: Comparing parents of children with and without Attention Deficit/ Hyperactivity Dis-order (ADHD). Journal of School Psychology, 47, 167–185.
Sacher, W. (2008). Elternarbeit: Gestaltungsmöglichkeiten und Grundlagen für alle Schularten [Parental involvement: Scope for design and basic principles for all school types]. Bad Heilbrunn: Klinkhardt.
Shamim S. (2012). Compare social skills and behavioral problems in two groups of normal children with learning disabilities at home and school. Journal of Psychology & Education, 33. 121-138. [Persian].
Soleymani S., Zahed Babolan, A., Farzaneh, J., & Setoudeh, MB. (2011). A comparison of alexithymia and the social skills in students with and without learning disorders. Journal of Learning Disabilities, 1, 78-93. [Persian].
Tangney, J.P., Stuewig, J., & Mashek, D.J. (2007). Moral emotions and moral behavior. Annu. Re. Psychol, 58, 345-372.
Ting, L., Xiao, Z., & Yi J. (2019). Quarterly Family socioeconomic status and the cognitive competence of veryyoung children from migrant and non-migrant Chinese families: Themediating role of parenting self-efficacy and parental involvement. Early Childhood Research Quarterly, 51, 229–241
Wittler, C. (2009). Lernlust statt Lernfrust: Evaluation eines Elterntrainings zur Förderung autonomieunterstützender Instruktionsstrategien im häuslichen Lernkontext [Learning pleasure rather learning frustration: Evaluation of parental training to promote autonomy- supportive instructional strategies at the context of home-based parental involvement]. Doctoral dissertation. Bielefeld University.
World Health Organization (2015). International statistical classification of diseases and related health problems 10th revision, (ICD-10) version 2015.
)