Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Principals and Teachers’ Attitudes Towards Inclusion in Israel

  • Dr. Itay Hess (Author) Lewinsky College Ben- Gurion University at Eilat
  • Dr. Sara Zamir (Author) Achva College Ben- Gurion University at Eilat image/svg+xml
DOI
https://doi.org/10.64546/jaasep.302
Abstract
The main goal of this study was to determine whether, in schools that practice inclusion, there is a correlation between the attitudes of school principals and teachers in their schools, towards inclusion of student with special needs. For this purpose, 38 schools were sampled in each of which the school principal and five teachers who work with students from the school’s inclusion program--were to respond to questionnaires about their attitudes towards inclusion. A total of 38 school principals and 195 teachers participated in this study. In addition, the principals were asked to describe their management styles concerning the inclusion of students with special needs. The teachers also completed questionnaires about the school climate. The main findings indicated that principals’ positive attitudes towards inclusion were associated with teachers’ positive attitudes. In addition, a correlation was found between styles of management that support inclusion (such as support for changes to adapt the school for inclusion) and teachers’ perceptions of a positive school climate.
Keywords
Administrator Attitudes, Attitudes toward Disabilities, Correlation, Foreign Countries, Inclusion, Leadership Styles
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How to Cite
Hess, I., & Zamir, S. (2016). Principals and Teachers’ Attitudes Towards Inclusion in Israel. Journal of the American Academy of Special Education Professionals, 11(1), 140-153. https://doi.org/10.64546/jaasep.302

Winter 2016

Article Information

  • Article Type Articles
  • Submitted January 14, 2016
  • Published February 15, 2016
  • Issue Winter 2016
  • Section Articles
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