Special and inclusive education in Israel

The present paper aims to describe the Israeli special education system historically and currently, as related in particular to the 1988 National Special Education Law, and to appraise future systemic trends. Discussion focuses on three major aspects: (a) changes in specia! education concepts and ideological perceptions, (b) systemic structural changes locally and nationally; and (c) curricular and intervention perspectives. The conceptual/ideological review includes changes in theoretical approaches to definitions and classifications, which influenced implementation issues such as diagnostic and intervention planning. The discussion of systemic structural changes focuses on the expanding process of inclusion for children with special needs into the regular education system and on the growing process of decentralisation in resource distribution toward local and regional support centres. Diverse solutions are examined to resolve the enduring major conflict between the need to provide the optimal help and support to meet the special needs of each individual child and at the same time to strive for the highest level of inclusion. Developments in curricula and intervention are described, consisting of revised goals. modified definitions, and new approaches to remedial education and intervention. including the integration of new technologies. In appraising future trends, the importance is highlighted of appropriate modifications in teacher training. student skill development. and setting design, as well as the evaluating and supervising resource distribution and treatment efficacy.peer-reviewe

The proposed changes for DSM-5 for SLD and ADHD: international perspectives - Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States

This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country