Balancing special education knowledge and expertise in teacher training programs

ABSTRACT

Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in Israel requires a thorough evaluation of the current and suggested proportion of special education expertise and knowledge in teacher training programs. This qualitative study, which included 34 semi-structured interviews, examined the existing and recommended balance of special education expertise and knowledge within general education Bachelor of Education teacher training programs in Israel. The interviewees were four heads of elementary school education programs from four different teacher training colleges, seven pedagogical counselors, six teacher candidates, six elementary school principals, and eleven elementary school teachers. Three major themes related to the existing and recommended balances between special education expertise and general education emerged: a) successful teaching in general education, b) developing special education knowledge in teacher training programs and c) teamwork and cooperation. The findings led to the conclusion that general education educators in schools and academia lack the expertise and knowledge needed to teach children with diverse needs and to instruct the teacher candidates accordingly. Adjusting the special education knowledge and expertise within the general education teacher training programs is required.

KEYWORDS:

• Teacher training
• inclusive education
• special education expertise

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Children with special needs are children that are eligible for special education supports and services.

Additional information

Funding

The work was supported by the MOFET Institute.