Heiman Tali, Avissar Gilada
The Open University of Israel, Raanana, Israel.
Beit Berl Academic College, Israel.
J Intellect Disabil. 2024 Mar;28(1):67-82. doi: 10.1177/17446295221136355. Epub 2022 Oct 31.
Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed six parents of students with IDD who were enrolled in inclusive classes, five teachers of inclusive classes, one teaching assistant and two school principals. Analysis of the interview transcripts revealed the perceptions regarding the included students, by their parents and the school staff. The school staff perceived family involvement and the connection between them and the parents as the most important. Parents perceived the possibility of studying in an inclusive class as an opportunity for social integration and scholastic advancement. All the participants indicated the social aspect as crucial to the inclusion of students with IDD.
患有智力发育障碍（IDD）的学生在概念、社交和日常生活领域可能存在障碍，当这些学生融入主流环境时，需要给予支持。为了研究以色列普通学校接纳IDD学生所涉及的促进因素和阻碍因素，我们采访了六名就读于融合课程的IDD学生的家长、五名融合课程教师、一名教学助理和两名学校校长。对访谈记录的分析揭示了家长和学校工作人员对这些被接纳学生的看法。学校工作人员认为家庭参与以及他们与家长之间的联系最为重要。家长们认为在融合班级学习的可能性是社会融合和学业进步的机会。所有参与者都指出社交方面对于接纳IDD学生至关重要。
