The attitudes of teachers towards implementing inclusive education in Arab-Israeli schools

This study investigated the implementation of inclusive education, looking specifically at teachers’ attitudes to inclusion in Arab-Israeli schools following the 2018 Inclusion Law. Data were collected from 635 teachers across Arab-Israeli elementary, junior high, and high schools. Findings showed teachers generally had positive views of inclusion, but their attitudes were significantly shaped by their level of training in special education and the degree of administrative support. The study highlights the role of targeted teacher training for successful inclusion.‏ It underscores the importance of adapting educational practices to accommodate cultural specifics, ensuring legislative intentions translate into educational outcomes.