Integrating Them Socially at Any Cost: Arab‐Bedouin Teachers' Attitudes Toward Including Students With Limitations in Regular Classrooms

ABSTRACT This study explores the perspectives of Arab‐Bedouin teachers in Israel regarding the inclusion of students with disabilities in mainstream classrooms. Based on in‐depth qualitative interviews with 15 teachers working in schools that integrate students with special needs, the research reveals both the opportunities and challenges inherent in inclusive education within the Bedouin context. The participants, whose teaching experience ranged from five to twenty‐five years, emphasized the need for well‐structured support systems and individualized learning hours to accommodate classroom diversity. They highlighted the importance of differentiated instruction, reinforcement sessions, and visual, slower‐paced teaching methods to enhance comprehension and engagement among students with disabilities. While acknowledging the challenges of managing heterogeneous classes, teachers expressed strong support for inclusion as a tool for socialization and as preparation for participation in broader community life. The study concludes that meaningful inclusion requires both pedagogical flexibility and systemic support to ensure educational equity and emotional well‐being for all learners.