חרדיוּת )רכה( במבחן השילוב: היחס לשילוב ולהכלה בקרב מורים ליטאים ומורים ספרדים במערכת החינוך החרדית

Awareness of integrating students with learning disabilities in Haredi education has increased over the past decade. In the state school system, integration is based on principles of normalization and inclusion; Haredi perceptions of integration and its philosophical-ideological basis are not yet clear. This study is an examination of the differences in teachers' attitudes toward integration and inclusion between the Litai and Sephardi branches of Haredi society, comparing them to those of teachers in the state-religious school system, as related to cultural affinity. Participants were 230 teachers (70 Litai, 70 Sephardi, and 80 state-religious teachers). The participants answered a questionnaire constructed, adapted, and validated for this study. The questionnaire was based on other questionnaires for measuring attitudes toward integration and inclusion. The findings reveal that the "ethnic" component is instrumental in shaping attitudes toward integration and inclusion. Surprisingly – and contrary to the research assumption – Sephardi teachers took a more conservative stance than their Litai peers, expressing resistance to inclusion and greater support of placement in segregated settings. The Sephardi teachers also indicated the difficulties of integration in terms of the other students from a pedagogical and emotional standpoint. The implications of these findings are discussed in the article.