Abstract
The therapeutic class is an Israeli means of providing a back-up resource to enhance mainstreaming. The role of the therapeutic teacher is to improve emotional adjustment and act as an educational therapist. Fifty-five therapeutic class teachers in 42 regular schools participated in the study, in the attempt to define the role. They expressed role conflict in structured interviews. Their principals and school psychologists expected them to act as educational therapists, but the therapeutic class teachers themselves expressed confusion between the role expected of them as therapists and the need to be more involved in teaching. The more experienced of them tended to evaluate their therapeutic work as more successful.
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