Universal Journal of Educational Research Vol. 4(5), pp. 973 - 979
DOI: 10.13189/ujer.2016.040506
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Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Gilada Avissar , Perach Licht ^*, Gila Vogel
Department of Special Education, Beit Berl Academic College, Israel

ABSTRACT

Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education – PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures. The findings point to a sensitive situation, one that is difficult to deal with and creates much disagreement. Although inclusion is the official and unanimously agreed upon policy, the discourse reflects some differences between and within groups of policy makers with regard to several issues: identification of the target population; factors and key figures affecting implementation and teacher training.

KEYWORDS
Critical Discourse Analysis (CDA), Inclusion, Policy Makers, Pupils with SEN

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Gilada Avissar , Perach Licht , Gila Vogel , "Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study," Universal Journal of Educational Research, Vol. 4, No. 5, pp. 973 - 979, 2016. DOI: 10.13189/ujer.2016.040506.

(b). APA Format:
Gilada Avissar , Perach Licht , Gila Vogel (2016). Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study. Universal Journal of Educational Research, 4(5), 973 - 979. DOI: 10.13189/ujer.2016.040506.