Inclusive education in Israel from a curriculum perspective: an exploratory study

Abstract

The objective of this exploratory study was to examine the curricular practices of teachers in Israel as a result of the mandate to include children with special educational needs. It is based on the understanding that curriculum is at the core of education. As inclusive education has become more prevalent, the curriculum perspective has gained greater interest among educators and researchers. The questions we sought answers to were:(1) what are the curricular practices teachers employ in inclusive settings?;(2) what are the curricular practices teachers employ in non-inclusive settings?; and (3) what are the changes that have occurred in teachers' curricular practices? Data were collected by pre-service special education teachers as part of the requirements in an undergraduate course. Twenty-nine teachers, representing a variety of educational settings, ranging from inclusive classes in a mainstream school to special schools, were interviewed. In addition, observations were carried out in their classes. Content analysis of the different texts revealed the following themes: (1) the nature of the curriculum; (2) possible connections between the individual educational plan and the general curriculum; (3) employing curricular adaptations. Discussing the changes in the past decade resulted in a typology of the implementation of inclusion in Israel.

Universal Design for Learning and Disability Inclusion in South African Higher Education Curriculum

“…Ainscow et al (2006: 16) advocate for a transformative view of inclusive education 'in which diversity is seen as making a positive contribution to the creation of responsive educational settings'. As Avissar (2011) argues, the first environment that needs to be transformed is the general classroom setting itself, through the provision of a flexible and accessible curriculum that addresses the diverse learning needs of students, including those with disabilities. Within the South African context, one way of promoting disability inclusion can be through campuses' provision of accessible curricula and assessment practices by lecturers (Lyner-Cleophas 2019), which are backed by supportive disability legislative framework that legally entitle SWDs the right to participate fully in the curriculum once they enrol in HEIs.…”

Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel

“…Since the passage of the SEL in 1988 and continuing through the present, laws, policies and regulations regarding the inclusion of children with disabilities in general education settings in Israel have been in effect and reflect a controversial issue (Avissar 2012;Gavish and Shimoni 2011;Shani 2010;Tesler-Lazovik 2004;Tuval and Orr 2009). …”

“…Following the amendment of the law, the number of children with disabilities included full time in general educational settings in Israel has gradually increased (Central Bureau of Statistics, Israel 2012). Although the idea of educating children with disabilities in general education settings has been around for 25 years in Israel, inclusive practices have not been sufficiently implemented (Avissar 2012;Gal, Schreur, and EngelYeger 2010;Tesler-Lazovik 2004;Tuval and Orr 2009).…”

The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement

“…Matsuura (2008) explains that although 'inclusive education' has traditionally been viewed as the integration of students with special educational needs and disabilities into mainstream schools, this is a narrow interpretation and a broader view is emerging. Although there is a lack of consensus on definitions of inclusive education (Berlach and Chambers 2011;Erten and Savage 2012), inclusive education principles now tend to be applied internationally to a much broader range of vulnerable children and young people (rather than just those with special needs/disabilities) and there is a drive towards schools becoming more accepting of students from diverse backgrounds who may experience a wide range of difficulties (Avissar 2012;Rix 2011). Halinen and Järvinen (2008) discuss this perspective and emphasise that inclusive practices in education increasingly embrace the principle that provision needs to be in place so that every child can learn effectively.…”