Teachers' perspectives toward integrating special education need learners in normal classrooms - A case study of Arab teachers in Israel

Oct 15, 2026

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This study examines teachers’ perspectives on integrating students with Special Education Need (SEN) into regular classrooms in Arab schools in Israel, focusing on how factors may shape differences in attitudes. Using a quantitative online survey of 237 government public-school teachers, the research identifies that teachers with master’s degrees are more likely to accept SEN integration. Education level also influences emotional attitude, with higher education linked to greater skepticism about success. The paper calls for society and Ministry of Education training support.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

ABSTRACT

Article History

Keywords

1. INTRODUCTION

2. LITERATURE REVIEW

2.1 Teachers'Attitudes towards Integration

International Journal of Education and Practice 2023 Vol. 11, No. 1, pp. 120-128 ISSN(e): 2310-3868 ISSN(p): 2311-6897 DOI: 10. 18488/61 . v11i1 .3269 © 2023 Conscientia Beam. All Rights Reserved. Teachers' perspectives toward integrating special education need learners in normal classrooms: A case study of Arab teachers in Israel ENAS Majadley Al-Qasemi Academic College-Baqa El Garbia, Faculty of Education, Adam Mickiewicz University, Poznan, Poland. Email: [enasalaa.gaze@gmail.com](enasalaa.gaze@gmail.com) ABSTRACT Article History Received: 20 October 2022 Revised: 5 January 2023 Accepted: 18 January 2023 Published: 30 January 2023 Keywords Level of education SEN education Students with special needs Teachers. This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers’perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master’s degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers'education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs. Contribution/Originality: This study is a pioneering study to investigate factors that could contribute to differences in attitudes of the elementary-school teachers toward the inclusion of students with special needs in general education classes in Arab schools in Israel. 1. INTRODUCTION Integration of special needs children in the regular education system deems the incorporation of students with special needs as its main objective and core ideology. Additionally, this program functions through customized rehabilitative and instructive strategies in the pedagogical scopes. In contrast, it is also found that teachers with a higher level of education were less emotionally open to the issue of student integration. This gap was found, both when the participants' subjective emotional support concerning the level of education was examined, and in regression analyses, after monitoring the level of knowledge and value attitudes towards the integration of students with Special Education Need as usual. This finding implies that teachers with higher degrees are more skeptical about success. The purpose of this study was to investigate factors that could contribute to differences in attitudes of publicschool teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The originality in this study that it is the first study to investigate these attitudes amongst elementary school teachers in Arab schools in Israel. For inclusion to be successful, teachers (special and general education teachers) have to have a positive attitude toward the inclusion of students with special needs. 2. LITERATURE REVIEW 2.1 Teachers'Attitudes towards Integration Several studies have been proposed for inclusion, some focusing on teachers, others on attitudes. A recent study completed by Majadley (2019) reviled that teachers’ attitudes may affect the learning process and are considered the main concern for special

FAQs

What is the study’s main purpose?

To investigate factors that contribute to differences in public-school teachers’ attitudes toward including students with special needs in general education classes in Arab schools in Israel.

How was the research conducted?

The study used a quantitative approach with an online survey, collecting data from 237 teachers working in government public schools.

What factors were found to influence teachers’ attitudes?

Teachers holding a master’s degree were more likely to accept SEN integration in regular settings, and teachers’ education level affected their emotional attitude toward SEN inclusion.

Oct 15, 2026

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