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https://doi.org/10.1080/03055698.2024.2440329
Copy DOIJournal: Educational Studies | Publication Date: Dec 13, 2024 |
ABSTRACT The COVID-19 pandemic that began in early 2020 posed significant challenges for the inclusion of pupils with disabilities. This study examined parent perceptions of inclusion practices during this period by collecting responses from 124 parents in Israel (61 Jews and 63 Arabs) through questionnaires. The findings indicate that Jewish and Arab parents had different experiences under the same special education policies. Differences in evaluations of services reflect the communitarian nature of the Arab population, while dissatisfaction among Jewish parents indicates more individualistic tendencies. Technical difficulties with online learning were reported only by Arab parents, highlighting challenges related to poorer infrastructure and lower socioeconomic status in Arab communities. Overall, the pandemic exposed disparities within Israeli society that policymakers should address to improve future educational practices and support for children with disabilities.
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