Voices of American and Israeli Early Childhood Educators on Inclusion
Shelley T. Alexander, David L. Brody, Meir Muller, Haggith Gor Ziv, Sigal Achituv, Chaya R. Gorsetman, Janet Harris, Clodie Tal, Roberta Goodman, Deborah Schein, Ilene Vogelstein, Lyndall Miller
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.
Inclusion , early childhood , Israeli and American educators , teacher attitudes , collaborative research
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