Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Abstract

Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education-PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures. The findings point to a sensitive situation, one that is difficult to deal with and creates much disagreement. Although inclusion is the official and unanimously agreed upon policy, the discourse reflects some differences between and within groups of policy makers with regard to several issues: identification of the target population; factors and key figures affecting implementation and teacher training.

Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel

“…They found that teachers' attitudes are generally positive and are strongly influenced by the nature and the severity of the disability in question. Other studies examining the implementation of inclusion in Israel found that the attitudes of teaching staff toward preschools and schools were generally positive, but there is concern about the difficulties involved in its implementation (Avissar, et al 2016). Examination of the attitudes of general education teachers regarding students with disabilities in their classed revealed descriptions of the students' academic, social and emotional progress as positive and an emphasis on the advantages of inclusive classes to all the students in the class, with and without disabilities (Heiman 2004).…”

“…Including students with disabilities necessitating attention to special educational needs (SEN) in the general education system, instead of placement in segregated special education systems, has become common practice in recent decades. In the State of Israel, education policy emphasizes the commitment to provide an appropriate educational placement for every child, including those with SEN, preferably in a mainstream setting (Avissar et al 2016; Avissar 2018). Despite these trends in education systems world-wide, many young children with Intellectual Development Disability (IDD) attend separate segregated schools and are not included in the general education system.…”

Strengthening Social Skills in Students With an Intellectual Disability in Secondary Education

“…Inclusion refers to the constant efforts of overcoming any social discrimination to students, such as that to students with special educational needs (SEN), and more specifically, it focuses on the educational choices and teaching methods that aim at the lifting of any obstacles concerning the participation of these students to any learning activities. Inclusion is highly supported by those who believe that the lack of inclusive techniques does not agree with the educational equality, a fact that led many countries to change their educational tactics by placing students with special educational needs like those with intellectual disability (ID) in the same classrooms with students without SEN (Avissar, Licht, & Vogel, 2016;Strogilos & Tragoulia, 2013;Cornelius & Balakrishnan, 2012).…”