Special Needs Education: Policy Issues and Challenges in the state of Israel

Dr. Dalia TalDivision of Special EducationMinistry of Education, Israel

November 2011

Main goals in Special education

Pro-active participation, in school, community and society

Enablement of all students to realise their full potential

Enablement of all students to achieve maximum autonomy

Goals based on the following values:

Human Dignity Individual Freedom Freedom of Speech Freedom of Choice Equal Opportunities Quality of Life

Special education is based on the following laws:

The Law of State Education (1953) Special Education Law (1988), including the

chapter on integration ( added 2002) The Law of Free Education for sick children

(2001) The Law of Equal Rights for People with

Disabilities (1988), including the chapter on accessibility (added 2003)

Percentage of students receiving special needs education

8.5% are getting special education support:

In regular schools (age 4-18) : 5% full inclusion 2% special education class

1.5% in special education schools (age 6-21) and special education kindergartens (age 3-6)

Budget for special education

12% of the education budget is allocated to special needs education, not including construction, transport & feeding programs

The special education budget is based on age and type of disability

Supports in regular class :

5.4% of the students at school are supported (1.85 hours per student)

Additional support (2.7 hours per student), to those with an identified disability: moderate mental retardation, autism, mental disorders, cerebral palsy, rare diseases.

In addition personal teacher-aid, based on the student’s degree and type of disability

Supports in Special education class & school:

Extra hours per day Extra days per year Teacher-aid Feeding Transportation Therapies: 0.5-3.4 hours per student per week,

depending on degree and type of disability

The Dorner Committee

A public committee established in 2009 Established by former Minister of Education Headed by former Supreme Court justice

Dalia Dorner The committee was expected to make

recommendations following examination of the special needs education system

Dorner Committee representatives

Chairwoman : Dalia Dorner Ministry of Education: Special Needs &

Budget Department Ministry of Finance Parents’ NPO’s

The Dorner Committee: Additional involvement Delegates of government offices Special education experts from Israel and

from abroad Parents Students Citizens from the community

Appeared before the committee or submitted testimony

Dorner Committee Recommendations

The parents or the student choose the school Each student will undergo a special test to

determine his functional level. The results will determine the support and budget

The school will receive the funds but the budget will “follow the child”

IEP for each student Special training for teachers aides Special training for regular teachers

The Curriculum: Basic principles

Obligation to access the general curriculum in all settings

Obligation to core curriculum regardless of the intellectual function of the students

Ensuring participation & progress in the curriculum by providing: Educational services Supports Modifications Individual goals in the IEP

The Curriculum: Basic principles

Additional unit: “Life skills curricula”: Social education, career education, independent living in the community and pro-active citizenship.

Life skills curricula refers to teaching autonomy, self-awareness, self-direction and self-advocacy along with independent-living skills

Thank you!