“It Is Not Our Business”: Perceptions of Department Heads of Teacher Education Programs Regarding Inclusion

Abstract

Implementing changes in the education system requires the mobilization of all parties. Teacher education, as part of the education system, should help in implementing the changes. This study focuses on the change resulting from a policy of inclusion pupils with special needs in the regular education system. The goal of this study was to identify attitudes of department heads of teachers training towards inclusion and their responsibility for the implementation of inclusion policy into teacher education programs. The results show that not all heads departments do not feel professional responsibility for implementing inclusion. They interpret policy according to their role position perception, and according to their limited knowledge about inclusion. Recommendations for change in teacher education in light of these findings can serve as a model to other places around the world.