Shaping Inclusive Classrooms: Key Factors Influencing Teachers’ Attitudes Toward Inclusion of Students with Special Needs

This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for inclusive education but significant concerns about preparedness, institutional support, and managing diverse needs. Four main themes emerged: nuanced support for inclusive education, factors influencing self-efficacy, key determinants of successful inclusion, and challenges based on disability severity. The findings emphasize the importance of comprehensive training, adequate institutional backing, and teacher self-efficacy in implementing inclusive practices. The study provides insights into the complex landscape of inclusive education in Israel, offering guidance for policymakers, educators, and school leaders. It highlights the need for targeted professional development, collaborative approaches, and systemic policy alignment to improve inclusion implementation.