Inclusion of children with special needs in elementary schools in Israel : perspectives on parental involvement, budgeting, and educational policy (Hebrew)

This study examined the relationships between parents’ attitudes toward the inclusion of students with special needs in elementary education and their levels of passive and active involvement, focusing on the role of trust in the education system and the influence of parental characteristics (parents of children with special needs vs. parents of children without special needs). The research employed a mixed-methods approach (both quantitative and qualitative) with a sample of 98 parents. Findings indicated a positive relationship between parents’ trust in the education system and their active involvement, and that passive involvement mediates the relationship between parents attitudes and their active involvement. In the Hizdaot model mediation was found to be partial, in the Erot model mediation was found significantly and in the Emon model no significant mediation effect was found. As well as a partial mediation effect of passive involvement in this relationship. Qualitative results revealed a gap between parents’ generally positive attitudes toward inclusion and limited practical implementation, due to institutional constraints and limited resources. The study highlights the importance of trust and cooperation between parents and schools as essential for effective inclusion, offering future directions for strengthening parental engagement within Israel’s educational policy framework.