Adult perspectives of their experiences as children with physical disabilities in the Israeli education system from the 1950s to the 2010s

Various studies have pointed to the historical and often progressive development of educational policies. However, very few have examined how these changes have been manifested in the lived experiences of people with disabilities. Drawing on life history interviews with 38 people with physical impairments from four generational cohorts (1950s to 2000s), the current study examines how changes in legislation and social norms were reflected in the experiences of children with physical disabilities in the Israeli education system. The thematic analysis of these interviews highlights two key spheres in which such changes, or their lack, were evident: the physical and social. Regarding the former, over the years, the schools' physical environment became increasingly accessible. However, some key barriers remained, two of which are highlight in this paper: field trips and physical education. As for the social sphere, participants reported it to be the most challenging, with most recalling vividly numerous experiences of ableism, rejection, and stigma on the part of their classmates. Our findings also highlight the significant impact of accessibility barriers on the social sphere. In discussing these findings, we situate them with relation to both past and current policy and social contexts. Finally, practical educational recommendations are suggested.