כמו כולם או עם כולם? על נכונוּת מורים לעתיד להורות בכיתות משלבות

This article presents the results of a preliminary study that examined the willingness of future teachers, currently students in faculties of education, to teach inclusive classes. The study examined how these pre-service teachers understand the concept of inclusion, and how willing they are to teach inclusive classes. Students at various points in their studies and from different disciplines participated in semi-structured interviews. Results showed differences among pre-service teachers regarding how they understood the policy of inclusion and the methods of its implementation. Similarly, the results sharpen the distinction between willingness to help pupils with special needs and willingness to teach inclusive classes. Pre-service teachers’ attitudes reflect the principle of normalization, and not the more current approach of inclusion. This distinction may help explain the difficulty in implementing the policy of inclusion in educational settings.