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

1. Special Needs Education: Policy Issues and Challenges in the state of Israel Dr. Dalia Tal Division of Special Education Ministry of Education, Israel November 2011

2. Main goals in Special education • Pro-active participation, in school, community and society • Enablement of all students to realise theirfull potential • Enablement of all students to achieve maximum autonomy

3. Goals based on the following values: • Human Dignity • Individual Freedom • Freedom of Speech • Freedom of Choice • Equal Opportunities • Quality of Life

4. 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)

5. 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)

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

7. Supportsin 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

8. 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

9. 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

10. Dorner Committee representatives • Chairwoman : Dalia Dorner • Ministry of Education: Special Needs & Budget Department • Ministry of Finance • Parents’ NPO’s

11. 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

12. 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

13. 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

14. 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

15. Thank you!