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עם ארנון ב"שעת אהבה"
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עם דוד מקס ויערה. שבדיה אפריל 2008
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משה כ"ץ הדליק/ה נר לזכרה ב-14/08/2015: "אלישבע, זוכר אותך כל יום נשמתך צרורה בצרור חיינו.".
 
משה כ"ץ הדליק/ה נר לזכרה ב-20/09/2012: "אלישבע, אני מתגעגע כל יום, תמונתך מול עיני כל בוקר.".
 
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אם ברצונך לקבל הודעה בדוא"ל בכל פעם שאתר זה מתעדכן, לחץ כאן
 
אתר זה נבנה לזכר יקירתנו, אלישבע כ"ץ ז"ל, שנולדה בישראל בשנת 1952 ונפטרה בשנת 2010.
אלישבע היתה בת 58 במותה.
נזכור אותה לעד.
יהי זכרה ברוך.

החיים נמשכים, יערה התחתנה, ואנחנו זוכרים אותך אלישבע בגעגועים ואהבה.  / משה כ"ץ (בעל)

‏‏יום חמישי 15 ספטמבר 2011 המשך

דברים שנכתבו ע"י רענן שנה ללכתה של אמא  / רענן כ"ץ (הבן הבכור)

‏01/09/2011 המשך

 
לקריאת דברים נוספים לזכרה לחץ כאן  להוספת דברים לזכרה לחץ כאן 
דף כותרת ראשון של עבודת הדוקטורט של אלישבע  

BOLCSESZDOKTORI - DISSZERTACIO



Examination of the Differences in Perception of Mainstreaming Between Educators and Teachers and Between Administrators (Principals and Supervisors) in Light of Operation of Local Support Centers (MATYA)
     
  Elisheva Catz



2002

דף כותרת שני בעבודת הדוקטורט  




EOTVOS LORAND UNIVERSITY, FACULTY OF ARTS Ph. D. School of Education




Examination of the Differences in Perception of Mainstreaming Between Educators and Teachers and Between Administrators (Principals and Supervisors) in Light of Operation of Local Support Centers (MATYA)                 
EIisheva Catz
Tutor: Prof. Istavan Babushik
2002

דף התודות בעבודת הדוקטורט  

Acknowledgements
I would like to thank my teachers and instructors, Professor Berko and Dr. Bobshik whose scientific approach, dedicated guidance, helpful advice, patience and tolerance allowed my progress from the abstract idea to consolidation, design and performance of this educational research.
A special thanks to Dr. Yehuda Schwartz, who directed me in academic and research thought and action, to Dr. Miri Sarid and Mr. Hovav Peretz, for their help and guidance in statistical processing and for their consideration and understanding.
To my colleagues in my educational work in the Rudman Junior High School in Kiryat Yam, in general, and to the special education staff specifically.
To all the school principals and teachers who cooperated willingly and out of true interest in the topic, despite the daily workload that they have. A special thanks to the principals who opened their school gates to me and included me in their actions and deliberations regarding mainstreaming
exceptional students.
Thank you to the Agricultural Center for the scholarship that I received which helped me in writing this paper.
Thank you to Mrs. Penina Wolicki for the translation from Hebrew to English.
Thank you to Mrs. Yael Peretz, for the typing, and repeated corrections.
And finally, a special thank you to my family for their support and patience.

תקציר עבודת הדוקטורט עמוד 1.  

Abstract
In this paper I would like to examine a sample of education workers and teachers and their place in the process of integrating students with special educational needs in a regular school. The starting point is the perception of the demands of the Ministry of Education Culture and Sports for main streaming, as a demand to create changes in school. The examination has been done via a systemic look and empirical study on the actual function of teachers and principals in implementing mainstreaming.
In my study it has been found that the more positive the attitude of the school towards mainstreaming, the more the teacher's position supports the mainstreaming of exceptional students. Principals express more positive attitudes towards mainstreaming than teachers do. Teachers who have been trained in the issue of mainstreaming have a more positive perception than those who have not been trained. The higher the academic perception of the teacher is the less supportive his attitude will be of integrating exceptional children in his class. Teachers have a more positive perception of mainstreaming than principals.
The refonn in education involved in implementing the main streaming of exceptional children in regular classes in schools in Israel has occurred as a result of fonnal instmctions given by the Ministry of Education and enforcement accompanied by instmction and guidance done by the Department of Special Education in the Ministry. In such a situation, in which change is implemented not as a result of an intemal need growing from daily life in school, but in response to legislation of a law, it is important to clarify how the school principal applies this issue.
Since the publication of the Law of Special Education of 1988, changes have been occurring in different schools countrywide, expressing the recognition that "one of the comerstones of the educational system in Israel is its ability and willingness to provide an educational response to the special needs of exceptional students who have difficulty adjusting educationally or socially to accepted nonns in regular educational frameworks and to prevent, as much as possible, referring them to special educational frameworks...
Most exceptional students can be integrated in the regular class and get much out of it, scholastically and socially..."
The central figure in school life is the principal. Therefore, he plays a central role in fulfilling expectations, applying changes and implementing innovations.
The issue of implementing changes in school began to be studied in the first half of the 1970s in the US, where it was clearly and unequivocally exposed that.the school principal was an important agent of change.

תקציר עבודת הדוקטורט עמוד 2.  

One of the corner stones of the educational system in Israel is its ability and willingness to provide an educational response that suits the special needs of exceptional students and students who have difficulty socially or educationally adjusting to the regular educational nonns, and to prevent, as much as possible, referring them to special education frameworks. There is no one who disagrees that there are exceptional children who require a special educational-therapeutic framework because of the severity of their disabilities, but these are very few, and only for them are special educational frameworks aimed. Most exceptional children can be included in the regular class framework and get much out of it, both educationally and socially. The guideline for the teacher in his work 1"s to relate to each shldent as an individual, recognizing his strong and week points, and suiting teaching methods and education to his special needs, based on the assumption that children as shldents and humans, differ from one another. The teacher must reCOb1Jlize the differences between students and educate his students to recognize and value them. Coping with different students and exceptional students in a regular class is an educational challenge for the teachers and an example for the community in which the shldents must be integrated as a student and an adult. The Ministry of Education has invested increased efforts in recent years, to cultivate awareness of mainstreaming exceptional students in the regular educational framework with emphasis placed on their special needs. At the same time, programs have been created to provide tools and advanced teaching methods to teachers, which consider these needs. .
These have all found expression in the policies for caring for shldents with difficulties who Shldy in the regular education system, and in the day to day educational activity of the school staff.
The Law of Special Education legislated in the Knesset in 1988, reinforces this policy when detennining the placement committee. The committee will detennine the eligibility of the shldent for special education and will give preference for placing the shldent in a regular educational framework over placement in special education.
From follow-up data behind the decisions of placement and appeal committees, it has been found that many students who were referred to them in recent years, who had been placed in remedial classes, were gradually mainstreamed, under the initiative of the schools, in regular classes. These data point towards the fact that the main effort must be made in preventing the referral of children who can be mainstreamed, to the placement committee.
Special education, which specializes in caring for shldents with different disabilities, allows these shldents to receive its services over the course of their shldies, in the regular class, in the mainstreaming program.

 
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