‘Where are we in this process’? Teachers' attitudes regarding the amendment to the special education law in Israel

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Abstract

The study's primary research question is how teachers whose inclusive classes include children with disabilities experienced the most recent amendment (2018) to Israel's Special Education Law. Interviews with 20 teachers revealed four key findings: a sense of professional isolation when having to cope with the challenges of having students with disabilities in general classrooms; concealing emotions (e.g., shame) linked to their ambivalent views of the amendment; dealing with the new dynamics of teacher-parent relationships; sensing internal conflict regarding the implementation of inclusion. The article discusses the relationship between top-down educational policy and bottom-up implementation through teachers' accounts.

Original languageEnglish
JournalJournal of Research in Special Educational Needs
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 National Association for Special Educational Needs.

Keywords

  • educational policy
  • educational reforms
  • inclusion
  • professional isolation
  • special education
  • teachers

ASJC Scopus subject areas

  • Education

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