73. Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27. 74. Okolo, C. (1992). The effect of computer-assisted instruction format and initial attitude on the arithmeticfacts proficiency and continuing motivation of students with learning disabilities. Exceptionality, 3,195–211. 75. Pelham, W. E., & Bender, M. (1984). Peer relationships in hyperactive children: Description and treatment. In K. Gadow & I. Bailer (Eds.), Advances in learning and behavioral disabilities (Vol. 1, pp.365-436). Greenwich, CT: JAI Press. 76. Pelham, W.E., & Milich, R. (1984). Peer relations in children with attention deficit hyperactivity disorder. Journal of Learning Disabilities, 17, 560-567. 77. Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69(2), 135-145. 78. Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology,105(4), 1210. doi:10.1037/a0033217. 79. Rieber, L. (2005).Multimedia learning in games, simulations, and microworlds. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning( 549-567). New York: Cambridge University Press. 80. Robinson, R. & Reinhart, J. (2014). Digital Thinking and Mobile Teaching: Communicating, Collaborating, and Construction in an Access Age.Denmark: Bookboon Sedlak, R. A., Doyle, M., & Schloss, P. (1982). Video games - a training and generalizationdemonstration with severely retarded adolescents. Education and Training in Mental Retardation andDevelopmental Disabilities, 17(4), 332–336. 81. Singh, M. (2010). M-Learning: A New Approach to Learn Better. International Journal of Education and Allied Sciences 2(2): 65–72.
