Background
The inclusive teaching approach can promote the realization of an educational and value-based vision, one that is rooted in an education system which promotes opportunities for every student’s learning and development. This approach is based on the belief that every student, regardless of his abilities or limitations, deserves an equal opportunity to learn and develop in a supportive and accepting environment. It also recognizes the uniqueness of each student and seeks to provide an appropriate response to the diverse learning, emotional, and social needs that characterize a heterogeneous classroom. Research also shows that inclusion contributes to higher student achievement, strengthens students’ sense of belonging and self-worth, and fosters the creation of a respectful and collaborative classroom atmosphere.
As part of the design of inclusion policy in the schools, the Myers-JDC-Brookdale Institute was asked to conduct a study using the method of learning from success, in order to determine which initiatives can contribute to the success of inclusive teachers in elementary schools.
Objectives
The aim of the study was to identify and examine success stories among inclusive teachers in elementary schools, in order to determine the best courses of action to achieve the practical implementation of inclusive teaching among all teachers in the education system.
Methods
The study was conducted using the method of “learning from past success – the retrospective method.” The study was carried out in collaboration with representatives from Division A of the Primary Education Section in the Ministry of Education. They were involved in defining the characteristics of an inclusive teacher and the criteria that reflect successful inclusion of students in the classroom. Based on these criteria, success stories of inclusive teaching were identified. These stories were examined in depth in order to derive practical tools for the implementation of inclusive teaching. As part of the research, ten inclusive teachers were interviewed—eight from the Jewish education system and two from the Arab education system.
Main Findings
The findings were divided according to three levels: the individual student, the classroom as a group, and the school as a system. In addition, we presented some of the challenges faced by the teachers, as reported in the interviews.at each of the three levels. At the student level, the guidelines focus on creating and establishing a personal connection with each student, addressing their diverse individual needs, and recognizing their strengths and weaknesses, as well as the challenges they face. At the classroom level and given that teachers must manage complex group dynamics, the guidelines emphasize the importance of creating an inclusive and supportive climate for every student and implementing differentiated pedagogy that is tailored to the students’ needs. At the school level, the teachers believe that the school’s inclusion policy is critical in the implementation of inclusion and serves as the foundation for applying this approach. Furthermore, it is very important to allocate appropriate resources to both the inclusion coordinator (who is responsible for supporting the educational staff) and the teachers themselves (so that they can receive the necessary guidance and training to implement inclusive teaching in their daily work with students).
Citing suggestion: Nijim-Ektelat, F., Toporek Barr, O., & Inbar (Aizik), I. (2024). Learning From Success Stories of Inclusive Teaching in Elementary Schools. RR-014-24. Myers-JDC-Brookdale Institute. (Hebrew)