Voices of  American and Israeli Early Childhood Educators on Inclusion

16 - 38, 30.06.2016

Shelley Alexander David Brody Meir Muller Haggith Gor Ziv Sigal Achituv Chaya R. Gorsetman Janet Harris Clodie Tal Roberta Goodman Deborah Schein İlene Vogelstein Lyndall Miller

https://doi.org/10.20489/intjecse.239574

Abstract

This
study examines Israeli and American teachers’ attitudes towards inclusion in
early childhood and specifically explores the problems and opportunities
concerning inclusion in the United States and Israel that arise in Jewish
education. Through semi-structured interviews, four Israeli and three American
educators participating in communities of practice were asked to look at
themselves and the beliefs that inform their attitudes towards inclusion. The
researchers created a qualitative rubric suitable to analyze the interviews
from participants. Results indicate that a majority of the teachers voiced
support for inclusion of children with special needs but felt tension in
implementing an inclusive classroom due to multiple variables. The most
challenging issues for the teachers involve lack of efficacy, lack of support,
balancing needs of all stakeholders, and family cooperation. The article
concludes with recommendations to leaders and policy makers about the needs of
teachers to more effectively achieve high quality inclusive classrooms. 

Keywords

early childhood, Israeli and American educators, teacher attitudes, inclusion, collaborative research

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