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…

Academic staff members (academics) are central social agents in providing accessible higher education (AHE) to students with disabilities (SWD). The literature demonstrates gaps between academics' positive attitudes and self-efficacy to apply AHE. This study explores factors explaining their willingness and self-efficacy to provide AHE through the…

We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general…

Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed…

This study examined the change in the attitudes of 70 Israeli Arab pre-service teachers for special education and their professional development resulting from combining three teaching methods (personal diaries, case studies and theoretical models) in a one-semester course. This mixed-methods study included close-ended questionnaires, open-ended…

Educators are key in advising doctors and parents on whether to medicate pupils with attention deficit hyperactivity disorder (ADHD). Here, using a semi-structured in-depth interview and grounded theory, we ask how 138 Israeli teachers and headmasters perceive their role in parents' decisions to medicate. Generally, teachers refrain from…

Inclusion regarding challenging behaviour is one of the most demanding challenges for teachers. How schools succeed with inclusion regarding challenging behaviour can therefore be a good indicator of how they succeed in developing an inclusive practice in general. This paper addresses this with a rapid review of how mainstream teachers attribute…

This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing-impaired elementary school students, focused on language and mathematics. Participants included 23 hearing-impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative and qualitative methods, using questionnaires,…

Researchers have identified accommodations as important determinants of academic performance among students with learning disabilities (LD) in post-secondary education. The purpose of the current study was to examine the willingness of university faculty members in one northern university in Israel to provide accommodations for students with LD,…

The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers' attitudes regarding ADHD and what affects mothers' decisions on whether to medicate…

In light of the growing complexity of schoolwork, researchers and practitioners have highlighted the critical importance of transforming schools into learning organizations (Mulford & Silins, 2011). In such organizations, teachers continuously deliberate with one another as to how to solve problems that relate to teaching and learning (Fullan,…

Adults with learning disabilities (LD) constitute one of the fastest growing populations of students attending institutions of higher education. Faculty members play an important role in the adjustment and success of these students. The current study investigated the perceptions towards LD of faculty members at a public university in Israel.…

This article examines state religious school teachers' attitudes regarding the inclusion of students with special needs and factors affecting their perceptions. A representative sample of 579 teachers from primary, junior high and high schools filled in a questionnaire regarding attitudes toward inclusion and related factors such as professional…

One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this…

This qualitative study espouses an interdisciplinary theoretical and methodological framework to explore how mainstream experienced teachers (METs) and student teachers (STs) position themselves vis-à-vis inclusive education (IE). The theoretical framework emphasises that global changes in education require the placement of IE in the forefront of…