Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (1)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Heiman, T.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Inclusive Schooling-Middle School Teachers' Perceptions

Tali Heiman

The Open University of Israel

According to the Special Education Law passed in 1988, inclusion is the mandated educational policy in Israeli schools. This article presents an overview of Israeli middle school teachers' perceptions regarding inclusive schooling. One hundred and sixteen middleschool teachers in central Israel were asked to define inclusion and to discuss the major difficulties they encountered in inclusive classes as well as the benefits of effective integration. The great majority of the teachers expressed the need to increase their knowledge about the requirements of students with learning disabilities and evinced their readiness to adjust their teaching methods. On the other hand, they stressed the need for professional guidance and adequate tools and conditions. Recommendations for obtaining the training and support necessary for successful inclusion are offered.

School Psychology International, Vol. 22, No. 4, 451-462 (2001)
DOI: 10.1177/0143034301224005
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
P. Farrell
School Psychologists: Making Inclusion a Reality for All
School Psychology International, February 1, 2004; 25(1): 5 - 19.
[Abstract] [PDF]