Implementation of Inclusive Education Policies as Street-Level Bureaucracy: The Case of Israeli Elementary Teacher-Leaders

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Teachers as Policy Implementers (Table 35)

Abstract

Inclusion is every student’s right to a high-quality education. Despite extensive legislation, a gap remains between inclusion policies and their implementation in schools. This qualitative study explored teacher-leaders’ inclusion work as Street-Level Bureaucrats in implementing the national policy responsive to local school needs and the external conditions and demands. Data were collected through semi-structured interviews with 30 participants (principals, educational counselors, inclusion coordinators) and policy documents allocation. Findings indicate that implementation of inclusion policy as street-level bureaucracy is demonstrated through the use of existing human resources and the employment of mediation strategies such as ironies of adaptation and representation The common influencing factors on such policy implementation were the available systemic resources, teacher-leaders’ individual traits, and staff role perceptions.

Authors

• Gal Faintoch-Neeman, The Open University of Israel

• Ayelet Becher, The Open University of Israel