פרופ' מלכה מרגלית

מנהלת ביה"ס לחינוך אמריטוס
פרופ' מלכה מרגלית
טלפון פנימי: 03-6407126
משרד: שרת, 200

מידע כללי

Prof. Margalit is employing empowering models (i.e., Salutogenic paradigms, Hope theory, resilience and self-efficacy) to identify factors that promote growth and predict adjustment. Her research examines the contributions of companionship (including virtual friendships) and families to the development of individuals with disabilities such as learning disabilities and predictors to their effective coping with academic and social challenges. 

Current projects (2011):

  • The development and evaluation of a focused Hope workshop (with Prof. D. Feldman and Dr. Oranit Davidson).
  • A position paper on transition from school to work of individuals with disabilities (with Dr. A. Sharabi)

קורות חיים

Prof. (Emeritus) Malka Margalit received her PhD in 1975 (London University), and her MA and BA cum Laude in Psychology from Tel-Aviv University. She was nominated full professor in 1994. She was the Head of the Jaime and Joan Constantiner School of Education, Tel-Aviv University (2000-2004). Among other roles in the university, she was the Associate Head for Research in the School of Education, Head of the Department of Educational Sciences and Head of the Special Education program. She participated in several university committees.

She has published her research in five books, more than 125 articles in international scientific journals, and several chapters in professional books. She is often presenting her research in international conferences.

Currently, she is the vice president of the International Academy of Research in learning disabilities and on the coordinating board of the International Society on Early Intervention, and a member in the committee that plans the Israeli national survey of individuals with disabilities (Central Bureau of Statistic). She is the Special Issue Editor of the Journal of Learning Disabilities, a member of several international professional organizations, and on the editorial boards of several leading scientific journals such as Infants and Young Children, and European Journal of Special Needs Education.

She was the Vice-Chairperson of the International Association of Special Education, Chairperson of the Committee on Disability and Rehabilitation in the International Council of Psychologists, and the chairperson of the research Committee of the Shalem Foundation. She got the Enoch Award for Scientific Contribution to Special Education.

Prof. Margalit is a Senior Educational and Rehabilitational Psychologist. She was Chairperson of the Israeli Council of Psychologists, director of the Sneurson Psycho-Educational Center and the representative of the Israeli Psychologists’ organizations at the National Health Committee.

Prof. Margalit was nominated by the Minister of Science and the Minister of Education to chair the national committee that examined the status of students with learning disabilities in Israel (Margalit Committee). The report’s conclusions were presented in 1997, and are currently being implemented throughout the Israeli educational system, including universities and colleges. She was nominated by the Minister of Education (1999) the chairperson of the committee to examine the implementation of the Special Education Law (Margalit Committee II). The Ministry of Education accepted this report by 2000.

 

Books and Manuscripts

Margalit, M. (2010). Lonely children and adolescents: Self perceptions, social exclusion and Hope. New York: Springer.

Margalit, M. (2000). Learning Disabilities in the classroom: Educational dilemmas in new realities. Mofet Institute, Tel-Aviv.

Margalit, M. (1994). Loneliness among children with special needs: Theory, research, coping and intervention. New York: Springer-Verlag.

Margalit, M. (1990). Effective technology integration for disabled children: The family perspective New York: Springer-Verlag.

Margalit, M. (1984). The hyperactive child: Psychological perspectives. Sifriat Hapoalim. Tel Aviv.

 

EDITED SPECIAL ISSUES

Shamir, A & Margalit, M. (In press). Technology and Students with Special Educational Needs: New Opportunities and Future Directions. European Journal of Special needs Education.

 

Margalit, M. (Ed.)(1990). International perspectives in special education technology (Special issue). International Journal of Special Education, 5(2).

 

Margalit, M.(Ed.)(1985). Evaluation in special education (Special issue). Studies in Educational Evaluation, 11(1).

 

ARTICLES (from 1990)

Sharabi A.& Margalit, M. (In press). Virtual friendships and social distress among adolescents with and without learning disabilities: The subtyping approach.  European Journal of Special Needs Education.

 

Sharabi A.& Margalit, M. (In press). The Mediating Role of Internet Connection, Virtual Friends, and Mood in Predicting Loneliness among Students with and without LD in Different Educational Environments. Journal of Learning Disabilities.

 

Margalit, M., Raskind, M., Eleanor L. Higgins, Pninit Russo-Netzer (2010). Mothers’ voices on the Internet: Stress, support and perceptions of mothers of children with LD and ADHD. Learning Disabilities: A Multidisciplinary Journal, 16(1) 3-14.

 

Al-Yagon, M., & Margalit, M. (2009).Positive and Negative Affect among Mothers of Children with Intellectual Disabilities. The British Journal of Developmental Disabilities, 55, 109-127.

 

Margalit, M., Raskind, M., (2009). Mothers of children with LD and AD/HD: Empowerment through online communication. Journal of Special Education Technology, 24(1), 39-49.

 

Efrati-Virtzer, M. and Margalit, M.(2009). Students' behaviour difficulties, sense of coherence and adjustment at school: risk and protective factors. European Journal of Special Needs Education, 24(1), 59-73.

Lackaye, T., & Margalit, M. (2008) Self-Efficacy, Loneliness, Effort and Hope: Developmental Differences in the Experiences of Students with Learning Disabilities and Their NonLD Peers at Two Age Groups Learning Disabilities: A Contemporary Journal (LDCJ), 6(2), 1-20.

 

Raskind, M. H., Stanberry, K., & Margalit, M., (2007). Social Networking on the Internet for Youth with Learning Disabilities. Perspectives on Learning and Literacy, 33(3), 25-30.

 

Kotzer, E. & Margalit, M (2007). Perception of Competence: Risk and protective predictors following an e-Self-Advocacy Intervention for Adolescents with Learning Disabilities. European Journal of Special Needs Education, 22(4), 443-457.

 

Margalit, M. (2006). Loneliness, the Salutogenic paradigm and Learning Disabilities: Current research, future directions, and interventional implications, The Cruickshank Memorial Lecture. Thalamus, 24(1), 38-48.

 

Raskind, M., & Margalit, M. (2006). Conducting research on the Internet: Ethical issues and opportunities for the field of LD. Thalamus, 24(1),6-16.

 

Al-Yagon, M., & Margalit, M. (2006). Loneliness, sense of coherence and perception of teachers as a secured base among children with reading difficulties. European Journal of Special Needs Education. 21 (1), 21-37.

 

Margalit, M., Al-Yagon, M & Kleitman, T. (2006). Family Subtyping and Early Intervention Journal of Policy and Practice in Intellectual Disabilities (JPPID), 3(1), 33-41.

 

Lackaye, T., & Margalit, M. (2006). Comparisons of Achievement, Effort and Self-Perceptions among Students with Learning Disabilities and Their Peers from Different Achievement Groups. Journal of Learning Disabilities. 39(5), 432-446.

 

Lackaye,T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of Self-Efficacy, Mood, Effort and Hope Between Students with Learning Disabilities and Their NonLD Matched Peers. Learning Disabilities, Research & Practice, 21(2), 111-121.

 

Margalit, M. & Kleitman, T. (2006). Mothers’ stress, resilience, and early intervention. European Journal of Special Needs Education, 21(3), 269-284.

 

Raskind, M. H., Margalit, M., & Higgins, E. L. (2006). “My LD”: Children’s Voices on the Internet. Learning Disabilities Quarterly, 29(4), 253-268.

 

Margalit, M. (2005). Loneliness and developmental disabilities. Early Links: The Magazine of MUSEC (Macquarie University Special Education Centre) – Early Intervention Network, 10(2), 11-15.

 

Margalit, M. (2004). Second-generation research on resilience: Social-emotional aspects of  children with learning disabilities. Learning Disabilities Research & Practice, 19(1), 45-48.

 

Ayalon, H. & Margalit, M. (2004). Accommodations for the Matricular Examinations of students with learning disabilities: The role of school policy. Megamot, 43(1), 242-265.

 

Margalit, M. & Idan, O (2004). Resilience and Hope Theory: An Expanded Paradigm for Learning Disabilities Research. Thalamus, 22(1), 58-65.

 

Margalit, M. (2003). Resilience model among individuals with learning disabilities (LD): Proximal and distal influences. Learning Disabilities Research & Practice, 18(2), 82-86.

 

Al-Yagon, M. & Margalit, M. (2002). Relations between mother’s sense of coherence, children’s experience of loneliness and family climate profile among kindergarten at risk for developing learning disabilities. Thalamus, 29(1), 40-49.

 

Margalit, M., Efrati, M., & Danino, M. (2002). Examination of accommodation for students with LD. Hayeuz Hachinuchi (Educational Counseling), 11, 48-63.

 

Al-Yagon, M. & Margalit, M. (2001). Special and inclusive education in Israel. Meditirenian Journal of Educational Studies, 6(2), 93-112.

 

Most, T., Al-Yagon, M., Tur-Kaspa, H., & Margalit, M. (2000). Phonological awareness, peer nominations and social competence among preschool children at risk for developing learning disabilities. Journal of Disability, Development and Education, 47(1), 89-105.

 

Margalit, M., (2000). Issues in Special education research within international perspectives. Special Issue: Research in International Special Education; Exceptionality, 8(4), 299-304.

 

Margalit, M., Turkaspa, H., & Most, T. (1999). Reciprocal nominations, reciprocal rejections and loneliness among students with learning disorders. Educational Psychology, 19(1), 79-90.

 

Tur-Kaspa, H., Margalit, M., & Most, T. (1999). Reciprocal friendship, reciprocal rejection and socio-emotional adjustment: The social experience of children with learning disabilities. European Journal of Special Needs Education 14(1), 37-48.

 

Margalit, M., & Freilich, R. (1999). Examining changes in loneliness experience, sense of coherence and social status in Israeli inclusive education. Thalamus, 17(1), 62-65.

 

Margalit, M. (1999). Transition of students with learning disabilities: The Israeli perspective. DISES – Division of International Special Education, 10(1), 7-8.

 

Margalit, M. (1999). Effective strategic instruction: The fusion of cognitive and emotional approaches in the education of students with developmental disabilities. International Journal of Adolescent Medicine & Health, 11(4), 1-10.

 

Margalit, M. (1998). Sense of Coherence and loneliness experience among preschool children with learning disabilities. Journal of Learning Disabilities, 31(2), 173-180.

 

Neuberger, S., & Margalit, M. (1998). Coherence, loneliness and social competence of children with special educational needs. Megamot, 39, 128-148.

 

Heiman, T., & Margalit, M. (1998). Loneliness, Depression and social skills among students with mild mental retardation in different educational settings. Journal of Special Education, 32(3), 154-163.

 

Mioduser, D., Margalit, M. & Efrati, M. (1998). Teachers’ interpretation of ADHD behaviors in children: An issue in the development of a computer-based training system. International Journal of Disability, Development and Education, 45(4), 459-467.

 

Margalit, M., & Turkaspa H. (1998). Learning disabilities: A Neuro-developmental multidimensional model. Psychology 7(1), 64-76.

 

Margalit, M., Mioduser, D., Al-Yagon, M., & Neuberger, S., (1997). Teachers’ and Peers’ perceptions of children with learning disorders: Consistency and change. European Journal of Special Needs Education 12(3), 225-238.

 

Heiman, T., & Margalit, M. (1997). Teachers’ perceptions of behavioral and social aspects among students with mild mental retardation in inclusive and separate special education systems. Issues in Special Education and Rehabilitation, 12(2), 62-70.

 

Mioduser, D., & Margalit, M. (1997). TTIPSS- A computer-Based System for training problem solving and educational planning. Journal of Special Education Technology, 13(3), 1-13.

 

Margalit, M., AlYagon, M., & Neuberger, S. (1997). Mother’s coherence, family climate and preschool children with LD: Risk and Resilience. Thalamus, 16(1), 28-31

 

Margalit, M., & Efrati, M., (1996). Loneliness, coherence and companionship among

children with learning disorders. Educational Psychology, 16(1), 69-79.

 

Ben Artsy, A., Glicksohn, J., Soroker, N., Margalit, M., Myslobodsky, M. (1996). An assessment of hemi neglect in children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 12(3), 271-281.

Margalit, M . (1995). Social skill learning for students with learning disabilities and students with behavior disorders. Educational Psychology, 15(4), 445-457.

 

Margalit, M., & Ben-Dov, I. (1995). Learning disabilities and social environments: Kibbutz versus city comparisons of social competence and loneliness. International Journal of Behavioral Development, 18(3), 519-536.

 

Margalit, M. (1995). Effects of social skills training for students with an intellectual disability. International Journal of Disability, Development and education, 42(1), 75-85.

 

Margalit, M., Rochberg, J., & Al-Yagon, M. (1995). Home-Computing model and children with learning disabilities: A systemic approach. Learning Disability Quarterly, 18(2), 68 -75.

 

Margalit, M. & Levin-Alyagon, M. (1994). Learning disability subtyping, Loneliness and classroom adjustment. Learning Disability Quarterly, 17(4), 297-310.

 

Margalit, M. (1993). Social skills and classroom behavior among adolescents with mild mental retardation. American Journal on Mental Retardation, 97(6), 685-691.

 

Margalit, M., & Ronen, T. (1993). Loneliness and social competence among preadolescents and adolescents with mild mental retardation. Mental Handicap Research, 6(2), 35-49.

Margalit, M., Raviv, A., & Ankonina, D. B. (1992). Coping and coherence among parents with disabled children. Journal of Clinical Child Psychology, 21(3), 202-209.

 

Eysenck, S., & Margalit, M.(1992) A cross-cultural study of personality for Israeli and English children: Theoretical and treatment implications for normal and special populations. Issues in Special Education and Rehabilitation, 7(1), 103-112.

 

Margalit, M. (1991). Promoting classroom adjustment and social skills for students with mental retardation within an experimental/control group design. Exceptionality, 2, 195-204.

 

Margalit, M.(1991). Reflections on `Promoting classroom adjustment and social skills for students with mental retardation within an experimental/control group design.  Exceptionality, 2, 231-235.

 

Margalit, M. (1991). Understanding loneliness among students with learning disabilities. Behavior Change, 8(4), 167-173.

 

Margalit, M. & Almougy, K. (1991). Classroom behavior and family climate among students with learning disabilities and hyperactive behavior. Journal of Learning Disabilities, 24(7), 385-448.

 

Margalit, M. & Ankonina, D. B. (1991). Positive and negative affect in parenting disabled children. Counseling Psychology Quarterly, 4(4), 289-299.

 

Margalit, M., Leyser, Y., Ankonina, D. B., & Avraham, Y. (1991). Community support in Israeli kibbutz and city families of disabled children: Family climate and parental coherence. Journal of Special Education, 24(4), 427 - 440.

 

Margalit, M., Shulman, S., & Ankonina, D. B. (1991). Aggression and hyperactivity at school: Distinctive and overlapping dimensions. International Journal of Special Education, 6(3), 353-365.

 

Margalit, M. (1990). Partnership between schools and families of disabled children in Israel. International Journal of Special Education, 5(1), 1 - 12.

 

Margalit, M. & Eysenck, S., (1990). Prediction of coherence in adolescence: Gender differences in social skills, personality, and family climate. Journal of Research in Personality, 24, 510 - 521

 

Margalit, M., Rochberg, Y., & Greenberg, H. P. (1990). Home-computing among families with children in Israeli special education systems. International Journal of Special Education, 5(2), 184 - 196.

 

Margalit, M. & Weisel, A. (1990). Computer-assisted social skills learning for adolescents with mild retardation and social difficulties. Educational Psychology, 10(4), 343-354

 

Shulman, S., Margalit, M., Gadish, O., & Stuchiner N. (1990). The family system of moderately mentally retarded children. Journal of Mental Deficiency Research, 34, 341 - 350.

 

CHAPTERS IN BOOKS (after 1990)

Sharabi, A., & Margalit, M. (2009). Learning disabilities among the young in Israel. In I. Levav (Ed.) Psychiatric and behavioral disorders in Israel. Jerusalem, Gefen.

 

Margalit, M. (2006).  The Salutogenic approach to students with learning disabilities: Predictors of hope and loneliness. Handbook on Education (A & B), Asia Pacific Educational Research Association, HK (DVD).

 

Al-Yagon, M., & Margalit, M. (2005). Early childhood intervention in Israel. In M. Guralnick (Ed.), A developmental systems approach to early intervention: national and international perspectives (503-520). Brooks, Baltimore.

 

Margalit, M. (2004). Loneliness and developmental disabilities: Cognitive and affective processing perspectives, In Switzky, H. N. (Ed.) Personality and motivational systems in mental retardation. International Review of Research in Mental Retardation Vol. 28, 226-255.  Elsevier Academic Press.

 

Margalit, M., & Al-Yagon, M. (2002). The loneliness experience of children with learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.). The social dimensions of learning disabilities (pp.53-75). Lawrence Erlbaum, New Jersey.

 

Margalit, M. (1999). Special Education. In E. Peled (Ed.) 50 Years for the  Education System  in Israel , Vol 3 , 961-977. Jerusalem: The Ministry of Education, Culture and Sport.

 

 Margalit M (1999). Resiliente kinder mit lernstorungen (Resilient children with learning disabilities). In  G. Opp., M. Fingerle & A. Freytag (Eds.). Was kinder starkt - erziehung zwischen risiko und resilienz (204-220). Munchen: Ernst Reinhardt Verlag (German).

 

Margalit, M. (1998). Systemic partnership between families and preschool. In Internationales Symposium--Unterstutzung und Hilfen fur Kinder und Erwachsene mit Entwicklungsstorungeg und Behinderungen und deren families (53-67), Berlin: Deutsch Reha-Verlag.

 

Margalit, M., (1997). Loneliness among children with mental retardation: Individualistic and systemic perspectives. In I, Duvdevani. M, Hovav. A. Rimerman, & A. Ramot (Eds.). Parenthood and developmental disability in Israel (133-150). Jerusalem: Magness.

 

 Margalit, M., (1997). Developmental trends in the Israeli Special Education. In Y. Kop (Ed.) Resource allocation for social services (171-202). The Center for Social Policy in Israel.

 

 Margalit, M., (1997). Families of children with disabilities and loneliness: Research and practice. In M. Cerna  (Ed). Human rights for persons with mental handicaps (pp. 30-41) - collection of papers from the International Conference, September, Prague, Czech Republic.

 

Margalit, M. (1995). Trends of development in special education: Promoting coping with loneliness, companionship and coherence. D. Chen (Ed.). Education Toward the twenty first century (pp. 489-502). Tel Aviv, Ramot.

 

 Margalit, M. (1995). Technology and social skills training program for students with special needs in Israel: "I Found a Solution". In D. L. Edyburn, R. A. Henderson, & L. Sandals (Eds.). The view finders: International perspectives on special education technology. DISES Monograph, 3, 23-36.

 

Margalit, M., (1992). Sense of coherence and families with a learning-disabled child: An international perspective. In B. Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities. (pp. 134-146). New York: Springer-Verlag.

 

 

תחומי מחקר והוראה

תחומי מחקר: לקות למידה והיפראקטיביות, (ADHD), תחומים רגשיים וחברתיים של תלמידים עם צרכים חינוכיים מיוחדים, משפחות לילדים בחינוך המיוחד.

 

תחומי הוראה: חינוך מיוחד, ייעוץ חינוכי

 

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