MASHAV invites professionals to participate in the International Course:Special & Inclusive Education

Страна: Израиль;

Дедлайн: 05.03.2018



Background In September of 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development, which is based on the principle of “leaving no one behind”. The new agenda emphasizes a holistic approach to achieving sustainable development for all. We should also keep in mind that it is the result of a political agreement, and that constant vigilance will be required now and in the future to avoid human rights violations, especially for the most discriminated groups, such as people with disabilities, people with intellectual and psychosocial disabilities, or people living in conflict-affected areas. The development of each and every country is based on the education of its people, and the education is based on the development of the country. The highest responsibility of each educational system is to provide education and high quality teaching for all students. In the case of Special Education, the subjects do not need to be changed, but a program should be tailored for each student, as well as the teaching methods, in order to enhance the student’s strengths and help him/her to overcome difficulties. The SDGs also promote Inclusive Education, which means that students with special needs are placed (when possible) in “regular schools” instead of segregated institutions, in order to empower the child with special needs to be an active part of society. It also teaches the “regular students” to understand what the needs of their peers with different impairments are; it fosters equality, respect and solidarity. Imagine the world in 2030, fully inclusive of persons with disabilities. Under the title “Special Education and Inclusive Education” we can find a variety of theories, systems and ways of working, depending on the needs of the people who are included in these programs. a process of addressing and responding to the diversity of needs of all learners through inclusive practices in learning, cultures and communities and reduction of exclusion within and from education. In order to develop the skills, experience and confidence to be inclusive of all children, teachers need to learn about and practice inclusive education, and they need to be given opportunities for continuing professional development throughout their careers. The goal of the course is to introduce the educators to the ways Israel copes with the subject and to the different ideas and ways of working with students with special needs. The course aims to empower the participants as role models with specific seniority, experience, leadership, full understanding of the subject and training. In the process of planning the course we considered the newest and most accurate contents and processes going on in the Israeli Educational System as well as international aspects.


To introduce the participants to the Division of Special Education guidelines; to different theories, approaches and technologies, such as Self Advocacy, Sexual Education for people with special needs, etc.

 To introduce the different activities and programs that different schools (inclusive and segregated) have for students with special needs

To provide tools for equitable and quality education  

To provide tools and guidelines for curricular development. This means to use the National Core Curriculum and adapt it to each student’s abilities and difficulties

 To advance teaching methods for specific subject-matters (science, language, etc.), as well as interdisciplinary subject areas, tailored specifically for each student in the special education system

 To provide guidelines for establishing pedagogical resource centers, regionally and locally, for teacher training and support

To enable participants to choose the methods and tools suitable to the particular needs of their environments

 To provide a base for future activities according to the needs of the different realities

 Application Requirements High-level educational staff, at the regional or national level, dealing with the target population School principals, counselors, supervisors Lecturers at teacher training institutions Researchers in relevant fields Application forms should be sent to the relevant Israeli Mission and to the Ofri Center by or before 05.03.2018 Application forms Application forms and other information may be obtained at the nearest Israeli mission or at MASHAV’s website:


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