[1] | Postsecondary Education and Disability, 21 (1), 4-14. |
[2] | 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 |
[3] | Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63. |
[4] | 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. |
[5] | Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63. |
[6] | 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. |
[7] | Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339. |
[8] | Heiman, T. & Kariv, D. (2005). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education, 125 (2), 313-324. |
[9] | Kariv, D. & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal, 39(1), 72-89. |
[10] | 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. |
[11] | Heiman, T. & Kariv, D. (2004).Coping experience among students in higher education. Educational Studies, 30 (4), 441-455. |
[12] | 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 |
[13] | 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. |
[14] | Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36 (3), 248-258. |
[15] | Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85-98. |
[16] | Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teachers perceptions. Journal of Child and Family Welfare, 5 (1-2), 52-61. |
[17] | Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14 (2), 159-171. |
[18] | Heiman, T. (2001). Inclusive schooling: Middle-School teachers' perceptions. School Psychology International, 22 (4), 451-462. |
[19] | 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. |
[20] | Heiman, T. (2000). Friendship Quality among students in three educational settings. Journal of Intellectual & Development Disability, 25, 1-12. |
[21] | Heiman, T. (2000). Quality and quantity of friendship: Students' and teachers' perceptions. Journal of School Psychology International, 21 (3), 265-280. |
[22] | 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. |
[23] | Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253-262. |
[24] | 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. |
[25] | 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. |
[26] | Margalit, M., & Heiman, T. (1986). Learning disabled boys' anxiety, parental anxiety, and family climate. Journal of Clinical Child Psychology, 15, 248-253. |
[27] | Margalit, M., & Heiman, T. (1983). Anxiety and self-dissatisfaction in epileptic children. International Journal of Social Psychiatry, 29, 220-224. |