Transforming Attitudes: How Training and Culture Shape Teachers’ Views on Inclusion

This study examined the cultural differences in Jewish and Arab teachers’ attitudes toward inclusion in Israeli schools. It addressed the role of teacher training and professional development in shaping attitudes while considering the socio-cultural context. The research involved 1214 teachers. Participants completed a questionnaire assessing their views on aspects of inclusion. Data were analyzed using two-way ANOVA tests to examine the interaction between cultural background, training type (in special education or standard education), and professional development. The findings revealed that Jewish teachers generally reported more positive attitudes toward inclusion. Special education training and recent professional development in special education enhanced positive teacher attitudes uniformly for both groups. However, Arab teachers showed less positive perceptions, possibly due to resource limitations and cultural factors. The study suggests professional development plays a crucial role in shaping teachers’ attitudes. Tailored professional development programs addressing the unique needs of teachers in different cultural and resource contexts are essential for fostering effective inclusive education.