[1] Afeafe, M. (2000). Special Education in Saudi Arabia.
http://www.khayma.com/education-technology/PrvEducation3.htm
[2] Al-Ajmi, N. (2006). The Kingdom of Saudi Arabia: Administrators’ and Special Education Teachers’ Perceptions regarding the Use of Functional Behavior Assessments for Students with Intellectual Disabilities. Unpublished Doctoral Dissertation, Madison: University of Wisconsin-Madison.
[3] Al-Kheraigi, F. S. (1989). Special Education Development in the Kingdom of Saudi Arabia from 1958 to 1987. Unpublished Doctoral Dissertation, Syracuse: Syracuse University.
[4] Al-Mousa, N. (1999). Development Process of Special Education in Saudi Arabia. Riyadh: Directorate General of Special Education in Saudi Arabia.
[5] Al-Mousa, N. (2010). The Experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special Educational Needs in Public Schools. Riyadh: The Arab Bureau of Education for the Gulf States.
http://unesdoc.unesco.org/images/0019/001916/191663e.pdf
[6] Al-Otaibi, B., & Al-Sartawi, Z. A. (2009). Related Services That Are Needed for the Students with Multiple Disabilities and Their Families in Saudi Arabia.
http://www.dr-banderalotaibi.com/new/1.pdf
[7] Alquraini, T. (2010). Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities. International Journal of Special Education, 25, 139-147.
[8] Alquraini, T. A. (2011). Teachers’ Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. Unpublished Doctoral Dissertation, Athens: Ohio University.
[9] Alquraini, T., & Dianne Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal of Special Education, 27, 42-59.
[10] Al-Wabli, A. (1996). Related Services That Are Provided for Students with Intellectual Disabilities in Special Education Institutes in Saudi Arabia. Journal of Education, 20, 191-123.
[11] Burnette, B. (2002). How We Formed Our Community. National Staff Development Council, 23, 51-54.
[12] Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the General Education Curriculum for Students with Significant Cognitive Disabilities. Teaching Exceptional Children, 38, 6-13.
[13] Forlina, C., & Chambers, D. (2011). Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns. Asia-Pacific Journal of Teacher Education, 39, 17-32.
http://dx.doi.org/10.1080/1359866X.2010.540850
[14] IDEA Partnership (2007). Response to Intervention: Policy Considerations and Implementation. www.ideapartnership.org/documents/RTI-intermediate-ppt-7-30-07.ppt
[15] Johnson, D. R., & Merrill, P. (2000). Issues Influencing the Future of Transition Programs and Services in the United States: A Collection of Articles by Leading Researchers in Secondary Special Education and Transition Services for Students with Disabilities.
http://www.ncset.org/publications/related/NTN_Transition_Issues.pdf
[16] Loiacono, V., &Valenti, V. (2010). General Education Teachers Need to be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings. International Journal of Special Education, 25, 24-32.
[17] Ministry of Education of Saudi Arabia (2002). Rules and Regulations of Special Education.
https://www.moe.gov.sa/Arabic/PublicAgenciesAndDepartments/
BoysEducationAgency/SpecialEducation/DocumentsLibraries/RulesAndRegulations/se_rules.zip
[18] Ministry of Education of Saudi Arabia (2012). Statistical Manual of Institutes and Special Education Programs for the Academic Year 2012/2013.
[19] Proctor, R., & Niemeyer, J. A. (2001). Preservice Teacher Beliefs about Inclusion: Implications for Early Intervention Educators. Journal of Early Intervention, 24, 55-66.
http://dx.doi.org/10.1177/105381510102400108
[20] Resch, J. A., Mireles, G., Benz, M. R., Grenwelge, C., Peterson, R., & Zhang, D. (2010). Giving Parents a Voice: A Qualitative Study of the Challenges Experienced by Parents of Children with Disabilities. Rehabilitation Psychology, 5, 139-150.
http://dx.doi.org/10.1037/a0019473
[21] Russell, M., Bebell, D., O'Dwyer, L., & O’Connor, K. (2003). Examining Teacher Technology Use: Implications for Pre-Service and In-Service Teacher Preparation. Journal of Teacher Education, 54, 297-310.
http://dx.doi.org/10.1177/0022487103255985
[22] Smith, A. (2006). Access, Participation, and Progress in the General Education Curriculum in the Least Restrictive Environment for Students with Significant Cognitive Disabilities. Research & Practice for Persons with Severe Disabilities, 31, 331-337.
[23] Will, M. C. (1986). Educating Children with Learning Problems: A Shared Responsibility. Exceptional Children, 52, 411-415.
[24] Wong, E. M. L., Li, S. S. C., Choi, T. H., & Lee, T. N. (2008). Insights into Innovative Classroom Practices with ICT: Identifying the Impetus for Change. Educational Technology & Society, 11, 248-265.
[25] Worcester, J. A., Nesman, T. M., Raffaele Mendez, L., M., & Keller, H. R. (2008). Giving Voice to Parents of Young Children with Challenging Behavior. Exceptional Children, 74, 509-525.