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    Tytuł:
    Inclusion of Children with Disabilities from the Palestinian-Arab Community in the Israeli Education System
    Autorzy:
    Majadley, Enas
    Powiązania:
    https://bibliotekanauki.pl/articles/16539534.pdf
    Data publikacji:
    2021-05-25
    Wydawca:
    Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
    Tematy:
    Arab society in Israel
    students with disabilities
    inclusive education
    special education
    teacher’s attitudes
    Opis:
    The concept of inclusion is implemented in Israeli educational system with introduction of 1988 Special Education Law (SEL). The political, socio-cultural and economical changes improved the general status of people with disabilities in the Arab and Jewish communities. However, the Jewish education system, and the Arab education system in general differ, that applies also to the issue of special needs education. Students with disabilities representing minority groups suffer from additional barriers. The main aim of the article is to discuss the issue of integrating students with disabilities into general education in Arab schools in Israel. The situation of children with special educational needs (mainly with intellectual disabilities) in educational system in Israel is discussed, with focus on children from Palestinian-Arab community. The Arab teachers attitudes and behaviors toward the inclusion and disability are analyzed. Although, the research within the topic is limited, the available results indicate rather negative attitudes of Arab teachers towards disabilities. This state might be partly embedded within the socio-cultural context. The further research within the topic is necessary.
    Źródło:
    Rocznik Pedagogiczny; 2020, 43; 197-210
    0137-9585
    Pojawia się w:
    Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Between a child who wants to tell and an adult who does not want to hear”. Arts Therapists’ Dilemmas in the Application of Arts Therapy with Children from Arab Society Who Suffered Abuse
    Autorzy:
    MUSSA, AMANI
    Powiązania:
    https://bibliotekanauki.pl/articles/938731.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    abused child
    education system in Israel
    Arab society in Israel
    emotional and art therapy
    mandatory reporting
    special education
    Opis:
    The Arab education system in Israel together with the ethics and legal regulations are found to indicate reports of maltreated and sexually abused children. The problem of viewed in this paper is connected with the reporting of children who had experienced maltreatment and sexual abuse. The article aspires to present the work and dilemmas of art therapists using arts therapy when working within educational and therapeutic frameworks in Israeli Arab society. Today, the field of arts therapy in the Arab society is in its initial stages in contrast to the seniority this field has gained in the Jewish society and more traditional therapies such as psychology and psychotherapy. In the Arab society, mental therapy is uncommon. The field of therapy as a whole is undeveloped and conducted secretly largely due to shame, stigma and prejudices associating mental therapy with mental illnesses or disorders (Masarwa & Bruno, 2018). Until recently, arts therapy has not been practiced at all in Israeli in the Arab society. In comparison to psychological treatment, arts therapy carries an extra value because of its non-verbal work methodology, and enables can the client to make projection and reduction of social and personal objections in face of the therapeutic process. In recent years, implementation of this field of knowledge has gained momentum in therapeutic frameworks in general and at schools in particular, slowly becoming an integral part of the education system. However, this field is still in its early stages and it is oriented towards special education students and those with special needs (Nachum, 2007; Moriah, 2000).
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 373-401
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs
    Autorzy:
    Majadley, Enas
    Powiązania:
    https://bibliotekanauki.pl/articles/433703.pdf
    Data publikacji:
    2019-09-08
    Wydawca:
    Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
    Tematy:
    Integration in education
    Attitudes of teachers
    Special needs
    Arab sector in Israel
    Opis:
    The program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ at- titudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.
    Źródło:
    Rocznik Pedagogiczny; 2018, 41; 171-181
    0137-9585
    Pojawia się w:
    Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The ‘parents’ choice’: the recent perceptual changes in special education law in israel and its implementation in the field
    Autorzy:
    Bar, Nava
    Kanj-Sirhan, Boshra
    Powiązania:
    https://bibliotekanauki.pl/articles/940698.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Special Education
    Special Education Law in Israel
    Activities of Daily Living (ADL) Assessment
    ‘Parents’ Choice’
    Opis:
    The Israeli educational system is dealing intensively for the last two decades in the assimilation of the inclusion approach of student with special needs (SwSN) in general education. The first part of the article presents the historical development of special education in Israel as a background to the presentation of the new amendment of Special Education Law – Amendment 11 (2018). The current stage of the Eleventh Amendment implementation aims to ensure the inclusion of SwSN in the general education by an allocation of budget for his needs according to a standard assessment of his functioning level, in addition to his disability. The SwSN parents’ will decide about their child placement according to the model of “The Parents’ Choice”, and the student’s budget will be transferred to the chosen educational framework according to the “Funding Follows the Child” principle. The second part of the article presents a case study of special education school in Israel for students with intellectual developmental disabilities that gradually assimilate the spirit of the law amendment from both aspects – standard assessment of the students functioning and parental partnership, as part of professional work processes carried out at school in Activities of Daily Living (ADL) field.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 143-162
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On the continuum from mainstreaming to inclusion: the development of the approaches towards students with special needs and their expression in the educational frameworks in Israel
    Autorzy:
    Bar, Nava
    Kizel, Arie
    Powiązania:
    https://bibliotekanauki.pl/articles/920372.pdf
    Data publikacji:
    2015-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Special education in Israel
    Students with Special Needs
    Continuum of Special Education Frameworks
    Opis:
    The State of Israel, like other developed countries around the world, engages intensively in the thinking about and care of students with special needs (SwSN). Israel attempts to open rang of possibilities to this population in its considerable diversity, while responding to the challenges faced by the population of students defined in Israel as „special education”. This article presents the developing approaches, which are at the basis of the special educational system in Israel, as a case study of the reference to SwSn. The first part of the article presents the ideological elements of the special education system in Israel throughout its historical development, and the second part presents the way in which the continuum of the educational frameworks was understood to serve the educational perception.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 11; 163-187
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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