Teachers' perspectives toward integrating special education need learners in normal classrooms: A case study of Arab teachers in Israel

Authors

DOI:

https://doi.org/10.18488/61.v11i1.3269

Abstract

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers’ perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master’s degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers' education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs.

Keywords:

Level of education, SEN education, Students with special needs, Teachers.

Downloads

Download data is not yet available.

Published

2023-01-30

How to Cite

Majadley, E. . (2023). Teachers’ perspectives toward integrating special education need learners in normal classrooms: A case study of Arab teachers in Israel . International Journal of Education and Practice, 11(1), 120–128. https://doi.org/10.18488/61.v11i1.3269

Issue

Section

Articles