Integration as Partnership – Evaluation Study

The report presents findings from an evaluation of the Integration as Partnership program designed to promote social interaction between children with disabilities who attend special education schools and children at regular schools. The program creates partnerships between schools, one regular and one special education, that are paired on the basis of geographical proximity and the age of the children attending them. The joint activities include arts, sports, and social activities.

The goal of the study was to evaluate the implementation of the program in four different partnerships and the results of the program for the participants. With regard to the former, we examined issues such as difficulties and problems that arose during implementation, how the program was implemented and how it matched what had been planned, how well participants had been prepared, and coordination and cooperation between those involved. With regard to the outcomes, we examined whether the encounters enhanced the children’s perceived self-efficacy regarding interaction with children from a different educational framework (perceived ability to perform joint activities); whether the attitudes of each group of children toward members of the other group changed; whether the interaction between the groups of children became more intensive in the course of the encounters; whether the children became more willing to participate in activities with members of the other group; and the level of satisfaction of all parties involved in the programs, including the children’s parents.

Over time, it appears that the partnerships were implemented successfully. For example, in general, the activities were held regularly and attended by most of the children. However, certain factors made implementation difficult particularly during the earlier stages. For example, in some the need was felt for additional preparation of the children and staff at the regular schools. At times it was felt there were too many staff members supervising the encounters, at others, too few. There were also technical problems (with transportation, for example).

With respect to outcomes, were found:

  • A significant positive change in the attitudes and self-efficacy of children in regular education in the experimental group compared to children in the control group in all four programs as a whole
  • In all partnerships, more intensive interaction between the two groups of children characterized by the establishment of personal ties among the children, closer relations among the children of the two groups, and greater acceptance and mutual cooperation
  • Most of the parents reported great satisfaction with the program and willingness to continue.

The findings have been presented to the Ashalim committee responsible for children with special needs and are being used by the program planners.

The study was initiated and co-funded by JDC-Israel and Ashalim.