"THE OTHER" IN THE LIGHT OF INTEGRATION AND INCLUSION IN THE ISRAELI EDUCATIONAL SYSTEM AND SOCIETY: A "SIGNIFICANT OTHER" INDEED?

The article examines the concept of "The Other" bearing the meaning of "different", rather than the meaning of "whoever is not myself", in the light of Integration and Inclusion in the Israeli Educational System and Society. For this sake two new concepts have been coined: "different-other" and "significant different-other". The literature analysis indicates that according to the Integration Model and the idea of Normalization, the reference to "The Other" as a human being rather than "a special needs person" is minimized, while the ideological basis of Inclusion matches a holistic and pluralistic view which encourages the uniqueness of the "Different-Other" and leads him towards a meaningful life. The analysis of examples in the Israeli society yields that despite advanced legislation and awareness towards individuals with special needs, the current situation does not meet the criteria of Inclusion. The educational reality indicates that no restructuring of the system, as a major criterion of Inclusion, has taken place, although the principles of early identification, intervention and monitoring are already implemented. The overall insight from the article is that despite the strive towards equity and equality in legislation, efforts should be channeled to persuade the public that the "Different-Other" is first and foremost a human being, and it is the duty of the society to view him as a "Significant Different-Other" rather than a "Different-Other"

A Study of School Headship in the Context of Inclusion of Learning Disabled Students as Perceived by School Staff in Mainstream Secondary Schools in Israel

The study aims to investigate staff perceptions of school headship in relation to the inclusion of learning-disabled students. The main question is whether head teachers perceived to be leaders develop an inclusive vision towards learning-disabled students more than those who are perceived to be managers. The study relies on the perceptions of head teachers, counselors and teachers in five secondary schools in the Tel-Aviv area, Israel. The method of enquiry that was applied was the interpretive approach which allowed for an analysis via interviews, and elements of the survey approach and documentary analysis. The analysis and conclusion indicated that an inclusive head teacher possesses ‘leadership’ traits such as vision, inspiration and enthusiasm, but that he/she must also develop managerial skills to help communicate and sustain the change. In addition, the educational vision of inclusive head teachers includes elements of social involvement and emphasis on individual needs. The paper ends with suggestions for further research

Student-Teachers\u27 Metaphorical Perceptions of Dyslexia and Foreign Language Disabilities

There seems to be an ongoing controversy among researchers with regard to the existence of LD in foreign language (FLLD). It appears that most researchers favor the analogy of FLLD to obesity rather than to measles as both LD and obesity are conditions which reside on a continuum. The study examined EFL student-teachers\u27 perceptions of FL learning problems with regard to the analogy to obesity and to measles from previous studies. The methodology was content analysis of an online forum as part of an academic course. Findings show that most student-teachers perceive FL learning problems as obesity because they find similarities in the diagnosis, treatment, characteristics and manifestations of both conditions. However, they show no clear-cut distinction between LD and FL learning problems, and consequently they perceive most FL learning problems as LD. Further research is recommended among EFL teachers in the area where language difficulties and learning disabilities overlap

The Link Between Learning Disabilities and Moral Reasoning in the Context of Criminal Behaviors

Previous studies demonstrate clear links between learning disabilities (LD) and criminal/delinquent behaviors, and between moral reasoning (MR) and criminal behaviors. The purpose of the current study was to examine the link between LD and MR. The study was conducted among 2 groups: learning-disabled delinquents (LDD), and non-delinquent learning disabled (NDLD). The research design included four phases and the research tools included observations, psycho-educational diagnoses, individual oral interviews based on Kohlberg’s Moral Judgment Interview (Colby et al. 1987) which aimed at determining the level of MR of the participants, and content analysis. Findings of the first research question demonstrated that the NDLD group demonstrated higher levels of MR than the LDD group. Findings of the second research question show that the existence of LD affects the level of MR. The conclusions of the study suggest that prevention programs should be devised for juveniles with LD to help them develop their MR and thus prevent their engagement is criminal behaviors

A study of school leadership, culture and structures in the context of inclusion of learning disabled students as perceived by school staff in mainstream secondary schools in Israel

Since the end of the 1980s the Western World of education has increased its awareness towards learning-disabled students (LDS), and current legislation favours the inclusion for these students as well as for students with other special educational needs in mainstream education. Despite this worldwide commitment, there is no consensus regarding the definitions of learning disabilities (LD), and assessment instruments used for the identification of LD are varied. This lack of unanimity of procedures accompanied by over-inflated numbers of students identified as LDS has originated an in-depth study whose main focus will be managerial. A review of the empirical literature on inclusion has indicated that leadership, culture and structures are all involved in the process. However, the aim of this study was to explore more specifically how school leadership, school structures and school culture are related to inclusive elements and whether they can predict the level of inclusion. The exploration was conducted according to perceptions of three populations: headteachers, teachers and counselors. The research was carried out in five mainstream secondary schools in Tel-Aviv, Israel. Findings from this study matched the literature regarding the contribution of leadership, culture and structures to the process of change-making, but at the same time leadership seems to over-ride culture and structures in the context of inclusion. Findings showed that managerialism is in a transition phase from ‘old’ to ‘new’ in most schools. Yet, inclusive elements fall behind managerial elements in respect of their level of ripening. Thus, the process of inclusion was observed as slower than the process of management improvement and has not reached its full maturity yet. It has also been inferred that the level of inclusion might be predicted to some extent on the basis of school management. On the whole, it might be argued that LDS still present a burden to headteachers and they are not a top priority at schools. Despite the enhancement of the issue of LDS, the educational system does not offer at this point practical responses to these students. Therefore, this issue is still considered as a change in process. The study ends with suggestions for further research in the area

Physical Inclusion Yet Curriculum Exclusion? School Staff Perceptions of the Curriculum for Students with Learning Disabilities in Mainstream Secondary Schools in Tel Aviv, Israel

The Israeli education system has, over the past decade, moved towards the adoption of a more inclusive approach to meet the needs of students with identified learning disabilities. As a consequence many more students in the secondary sector (12-18) are now more willing to acknowledge that they require additional support. The main focus of this research was to assess the extent to which school staff perceives that the curriculum in secondary schools is being reasonably adjusted to meet these learning needs. The study examines the views of head teachers, counselors and teachers in five secondary schools in Tel-Aviv area, Israel. Initially a survey was employed to assess the extent of the issue and this was then followed up with a smaller number of in-depth interviews of staff members. The analysis indicates discrepancies between attempts to broaden the curriculum offered and specific provision for students with identified learning disabilities. The paper ends with the suggestion that further research is required to assess the impact of professional development on the situation

Attitudes of Beginner Teachers of Special Education to Classroom Management: Who\u27s the Boss Here?

The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students\u27 abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in this study to the Humanistic approach. Further follow-up research is suggested to monitor beginner teachers of Special Education after the first year/s of teaching with implications on teacher training programs, especially with regard to issues that many teachers were undecided about that concern classroom management and instruction in SE classes

Attitudes of Mathematics Teachers Towards the Inclusion of Students with Learning Disabilities and Special Needs in Mainstream Classrooms

The aim of this study is to examine the attitudes of 36 elementary school teachers towards the inclusion of students with learning disabilities in Mathematics in mainstream classes. The research related to three aspects: teachers’ knowledge of learning disabilities, teachers’ perceptions of the physical inclusion of these students, teachers’ perceptions of their responsibility towards the curricular inclusion of students with learning disabilities and towards curricular adaptations. Findings indicate that teachers’ knowledge of the topic is partial, whereas teachers’ attitudes towards inclusion are positive with regard to the three aspects of the research. The study yielded a need to incorporate the topic of learning disabilities into existing training programs for pre-service teachers

A study of school leadership, culture and structures in the context of inclusion of learning disabled students as perceived by school staff in mainstream secondary schools in Israel

Since the end of the 1980s the Western World of education has increased its awareness towards learning-disabled students (LDS), and current legislation favours the inclusion for these students as well as for students with other special educational needs in mainstream education. Despite this worldwide commitment, there is no consensus regarding the definitions of learning disabilities (LD), and assessment instruments used for the identification of LD are varied. This lack of unanimity of procedures accompanied by over-inflated numbers of students identified as LDS has originated an in-depth study whose main focus will be managerial. A review of the empirical literature on inclusion has indicated that leadership, culture and structures are all involved in the process. However, the aim of this study was to explore more specifically how school leadership, school structures and school culture are related to inclusive elements and whether they can predict the level of inclusion. The exploration was conducted according to perceptions of three populations: headteachers, teachers and counselors. The research was carried out in five mainstream secondary schools in Tel-Aviv, Israel. Findings from this study matched the literature regarding the contribution of leadership, culture and structures to the process of change-making, but at the same time leadership seems to over-ride culture and structures in the context of inclusion. Findings showed that managerialism is in a transition phase from ‘old’ to ‘new’ in most schools. Yet, inclusive elements fall behind managerial elements in respect of their level of ripening. Thus, the process of inclusion was observed as slower than the process of management improvement and has not reached its full maturity yet. It has also been inferred that the level of inclusion might be predicted to some extent on the basis of school management. On the whole, it might be argued that LDS still present a burden to headteachers and they are not a top priority at schools. Despite the enhancement of the issue of LDS, the educational system does not offer at this point practical responses to these students. Therefore, this issue is still considered as a change in process. The study ends with suggestions for further research in the area.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Social Interventions in the Family in the Post-COVID Pandemic Period

Aim. The main aim of the authors of this study is to indicate the problem areas of individuals and the families during the pandemic and post-pandemic situation which occurred in connection with a deteriorating social and societal situation. Methods. Using a literary descriptive and deductive method, the authors identify, indicate and analyze not only epidemiological measures and the possibilities of applying social interventions in the individual and in the family, but also draw attention to state measures taken to manage new conditions of family life. Results. The analysis indicates a broad issue that affects individuals, families, and groups, as well as societal sectors. The authors point to the provision of interventions through social work, which takes into account the basic characteristics of the family. Social intervention therefore becomes an important tool in solving problematic situations of any small or large social group. Conclusions. The pandemic and post-pandemic situation brought about a number of problematic situations that had to be solved dynamically and, in many cases, through crisis intervention. Forms of assistance to individuals and families brought cohesion and unity, but also brought a number of other concerns reflecting the current adverse societal situation into the wider environment