Motivation, Self-confidence, Role play, Counseling, Learning difficulties, Social interaction.
Barkoukis, V., I. Taylor, J. Chanal and N. Ntoumanis, 2014. The relation between student motivation and student grades in physical education: A 3-year investigation. Scandinavian Journal of Medicine & Science in Sports, 24(5): e406–e414.
Barnes, B., G.S. Gibb, B.Y. Ashbaker and M.A. Prater, 2014. Educational services for tibetan students with disabilities living in india: A case study. International Journal of Special Education, 29(2): 18-28.
Capuras, S.B., M.V.R. Engada, H.J.T. Inoferio and I.E.M. Querubin, 2016. Adversity quotient® and perceived academic stress as predictors of the academic performance. Cebu, Philippines: Cebu Doctors’ University, pp:70-73
Charlton, B., R.L. Williams and T. McLaughlin, 2010. Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. International Journal of Special Education, 20(2): 66-72.
Cross, J.R. and T.L. Cross, J.R. and T.L. Cross, 2015. Clinical and mental health issues in counseling the gifted individual. Journal of Couseling & Development, 93(2): 163-172.. Clinical and mental health issues in counseling the gifted individual. Journal of Couseling & Development, 93(2): 163-172.
Gunarhadi, 2017. Enhancing learning behavior of student with disabilities through pull-out cluster model (POCM): A case study on learning problems of student with disability in inclusive school. In: Proceeding of International Seminar on Generating Knowledge Through Research. International Consortium of Education and Culture Research Studies (ICECRS), Kedah. pp: 399-404.
Hamari, J., D.J. Shernoff, E. Rowe, B. Cooler, J. Asbell-Clarke and T. Edwards, 2016. Challenging games help student learn: An empirical study on engagement, flow and immersion ingame-based learning. Computers in Human Behavior, 56: 170-179.
Hudson, R.F., C.A. Davis, G. Blum, R. Greenway, J. Hackett, J. Kidwell, L. Liberty, M. McCollow, Y. Patish, J. Pierce, M. Schulze, M.M. Smith and C.A. Peck, 2015. A socio-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education. The Journal of Special Education, 50(1): 27-36.
Joma, M.A.R., S.F.M. Al-Abed and J.S.I. Nafi, 2016 The effect of “role-playing” on students’ achievement and motivation in the governmental schools of Bethlehem District in Palestine. British Journal of Education, Society & Behavioural Science, 18(3): 1-25.
Kesumawati, S.A., T. Rahayu, H. Amirullah and S. Rahayu, 2018. Game model to increase fundamental movement skills in children with mild intellectual disability. Advances in Social Science, Education and Humanities Research, 247: 431-436.
Lee, I.H., J.W. Rojewski, N. Gregg and S.-O. Jeong, 2014. Postsecondary education persistence of adolescents with specific learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 49(2): 77-88.
Olofson, M.W., 2017. Childhood adversity, families, neighborhoods, and cognitive outcomes: Testing structural models of the bioecological framework. International Journal of Education and Practice, 5(12): 199-216.
Onwuka, L.N., N.D. Obidike and O.P. Okpala, 2015. Interventions teachers use for pupils with learning difficulties in public and primary schools in Awka-South local government area of Anambra State, Nigeria. International Journal of Multidisciplinary Research and Development, 2(6): 27-32.
Ruth, G., J.I. Akwaji and P.M. Akos, 2016. The role of counseling services in understanding the characteristics and etiology of learning disabilities among primary school pupils in Nigeria. Asia Pacific Journal of Multidisciplinary Research, 4(2): 166-172.
Sakız, H., C. Woods, H. Sart, Z. Erşahin, R. Aftab, N. Koç and H. Sarıçam, 2014. The route to ‘inclusive counselling’: Counsellors' perceptions of disability inclusion in Turkey. International Journal of Inclusive Education, 19(3): 250-269.
Sørliea, M.-A. and T. Ogden, 2015. School-wide positive behavior support–Norway: Impacts on problem behavior and classroom climate. International Journal of School & Educational Psychology, 3(3): 202-217.
Toste, J.R., E.L. Bloom and N.L. Heath, 2012. The differential role of classroom working alliance in predicting school-related outcomes for students with and without high-incidence disabilities. The Journal of Special Education, 48(2): 135-148.
Yell, M.L., A. Katsiyannis, C.A. Rose and D. Houchins, 2016. Bullying and harassment of students with disabilities in schools: Legal considerations and policy formation. Remedial and Special Education, 37(5): 274-284.