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ERIC Number: EJ1151611
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
EISSN: N/A
The Implementation of School Inclusion Practices for Students with Special Needs in Israel: Teachers' Perceptions
Gavish, Bella
International Journal of Disability, Development and Education, v64 n5 p544-560 2017
The research examined how school inclusion practices for students with special needs in Israel are perceived by teachers. Participating in the study were 121 elementary and secondary teachers in 10 schools around the country. The instrument was the 50-item "Implementation of inclusion practices in schools for students with special needs" questionnaire, developed by the author together with seminar students. The findings indicate that inclusion practice as a whole was perceived to be implemented in the schools to a moderate degree. When testing the five components of inclusion separately, moral obligation was perceived to be implemented to a significantly greater degree and the knowledge component to a significantly lesser degree than the others. Inclusion practice was found to be implemented more in schools with medium-high socio-economic-level students than in those with low socio-economic-level students, and to a greater degree in the Jewish sector than in the Arab.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A