Abstract
The goal of the present study was to examine the effects of the Teachers Without Boundaries program on the participants’ self-efficacy five years after it began operating. Fifty-one teachers with disabilities participated in the study. The results indicate a significant effect of self- efficacy in teaching, and in inter- personal relationships with students. The self-efficacy of organizational context was lower in comparison. The study’s main conclusion focuses on the importance of a leading, supportive, and accessible program for the inclusion of these teachers. An eco-humanistic era requires all humans to expand their limits, and respect physical or sensory diversities. This kind of program can enhance equity in the employment conditions and self-efficacy of such teachers. The study’s contribution is that it constitutes a reflection for policymakers, superintendents, principals, and all school communities, of the reality, the successes, and the challenges entailed in the inclusion of these teachers.
Presenters
Gilat TrabelsiHead, Special Education, Kaye Academic College , HaDarom, Israel Esther Fairstein
Head of School of Teacher Education, Education, Kaye Academic College, Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Teachers, Disabilities, Self-Efficacy, Belonging, Accessibility, Inclusion
