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It highlights the 2018 Eleventh Amendment, including Parents’ Choice and Funding Follows the Child, and analyzes later setbacks tied to resources and teacher training. Current challenges persist due to structural constraints and differing perspectives between general and special education sectors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Special Needs Students in Israel  \nBy Nava Bar􀀍  \nOver the past four decades, Israel’s educational system has gradually shifted from segregating students with special needs (SwSNs) to including them in general education. This process reflects a humanistic approach that promotes inclusion alongside tailored support. To meet SwSNs’ diverse needs, the Israeli educational system has developed a continuum of frameworks, providing students with services in the most suitable settings. The present article examines Israel's evolving special education approaches and policies for continually balancing the rights of SwSNs with the principle of equality in education. Key phases in this process are the enacting of the Special Education Laws (1988; 2002), the establishment of national committees, and the State Comptroller Reports for the examination of the Laws implementation, and the 2018 “Eleventh Amendment” to the Special Education law, which aimed to enhance inclusion through the “Parents’ Choice” model and the“Funding Follows the Child” principle. The 2018 reform faced setbacks due to limited resources, and inadequate teacher training, leading parents to prefer specialized-separated education. These days, the appointed Shapira Committee is reevaluating the education of SwSNs in Israel’s educational system. Despite progress, challenges in achieving true inclusion persist due to structural and budgetary constraints and differing perspectives between general and special education sectors.  \nKeywords: special education in Israel, students with special needs, inclusion, continuum of special education frameworks  \nIntroduction  \nFor nearly four decades, the Israeli educational system has been dedicated to implementing an approach called “the Continuum from Segregation to Inclusion”for students with special needs (SwSNs). This approach aims to integrate SwSNs into regular classes in general schools while simultaneously providing various educational frameworks to address the diverse needs of SwSNs. It reflects Israel's increasing commitment to ensuring equal opportunities for all students, regardless of ability, intending to foster a sense of belonging and support. This article reviews and analyses the evolution of ideological approaches within Israel’s special education system from the establishment of the state (1948) to the present, focusing on the development of inclusion as a response to the needs of students with disabilities. It explores how the continuum of educational frameworks reflects changing perspectiveson special education, highlighting Israel's ongoing efforts to balance inclusive practices with individualized support. The review examines the transition from a segregated approach to an inclusive one, as expressed in legislation, policymaking,  \n􀀍Lecturer, University of Haifa, Israel.  \nimplementation by educators, and the experiences of students and parents. Additionally, the review explores emerging trends in the attitudes toward the education and inclusion of SwSNs and the factors that have either promoted or hindered the implementation of inclusive education in Israel over time.  \nTo address these issues, the review will draw on various information sources, including professional literature, research studies, legislation, State Comptroller reports, reviews from the Research and Information Center of the Israeli Parliament, national committee reports, the Ministry of Education’s General Administration Circulars, policy papers, and official data published by the Ministry of Education.  \nFrom Segregation to Inclusion  \nFollowing the establishment of the State of Israel in 1948, education played a pivotal role in the nation-building process. Laws were enacted, regulating the education system, including the Compulsory State Education Law (1949), which stipulated that every child between the ages of 5 and 18 is entitled to free educa","cbCaili33PhYml9m","https://ap.wps.com/l/cbCaili33PhYml9m","pdf",439405,21,"English","# Introduction\n# From Segregation to Inclusion\n## Early separate frameworks and categorization\n## Criticism and the normalization movement\n## Shift toward inclusion in the 1990s","[{\"question\":\"What major shift did Israel’s educational system make for students with special needs?\",\"answer\":\"It shifted from segregated special education frameworks toward including students with special needs in general education, supported by tailored services across a continuum of settings.\"},{\"question\":\"Which legal and policy milestones are emphasized in the article?\",\"answer\":\"The article highlights Special Education Laws enacted in 1988 and 2002, national committee work, State Comptroller Reports reviewing implementation, and the 2018 Eleventh Amendment to strengthen inclusion.\"},{\"question\":\"Why did the 2018 inclusion reform face setbacks?\",\"answer\":\"It encountered setbacks due to limited resources and inadequate teacher training, leading many parents to prefer more specialized-separated education.\"}]","From Segregation to Inclusion: Perceptual Developments and Their Implementation in the Education of Special Needs Students in Israel | PDF",1792077153,53]