"THE INCLUSION PROGRAM WAS THE HIGHLIGHT OF MY PRACTICUM EXPERIENCE": ANALYZING NARRATIVES OF ISRAELI STUDENT-TEACHERS FOLLOWING A SPECIAL SCHOOL PLACEMENT

In Israel, inclusive education is understood as providing a spectrum of services ranging from placement in a regular classroom to special schools that offer inclusive experiences for the youngsters. Thus, a dual system of 'regular' and 'special' education can be found both in a parallel system of schools as well as in teacher education programmes which lead to certification as either general education or special education teachers. The practicum for special education teachers takes place in 'regular' or inclusive schools as well as in special education schools. This paper deals with the effect of a special school placement on attitudes toward inclusion and is based on the analysis of the student-teachers' narratives. This placement involves the implementation of a part-time individualized inclusion programme for children with severe disabilities. We found that the participants related to the inclusion programme on several levels: they shared insights and voiced concerns with regard to inclusion as well as describing how the experience influenced their attitudes toward inclusion. We conclude with several recommendations for initial teacher training programmes.