Educators' perceptions and applications of the policies of evaluation and inclusion towards students in Arab schools in Israel

• In Event: Policy Approaches to Inclusive Education by Governments and Schools

Proposal

Introduction
This article uses the lens of Critical Ethnic Theory to explore how teachers perceive the concept of inclusion and integration towards students and how this is reflected in the school assessment system in Arab elementary and middle schools in Israel.
The conceptual basis for the formation of inclusion and integration is based on the humanistic point of view that considers the inclusion of students in a framework that is not restrictive or stigmatizes students as an expression of the preservation of the rights of the child. This is an alternative to conceiving inclusion as an expression of a desire for normalization – making students with special needs as 'normal' as possible. Inclusion and integration are fundamental concepts in education, helping to ensure that all students receive a quality education, regardless of their background or ability. Assessment and evaluation processes aim to enhance the learning of students with special needs and vulnerable groups, as it helps to evaluate students' learning and progress. However, there is a paradox between inclusion and integration on the one hand and assessment on the other, as traditional assessment practices may not be inclusive or fair to all students.

Arab Culture and Education in Israel
Arabs in Israel are considered a disadvantaged national minority. The Arab education system is under national auspices but, separate from it, suffers from budget discrimination (Arar & Haj-Yehia, 2016) and the under-representation of Arabs in supervisory positions. The curriculum also lacks Palestinian historical or cultural national content (Pinson, 2008). Educational infrastructure in Arab-majority areas often lags behind that of Jewish-majority regions. Insufficient funding and resources for schools in Arab communities affect the quality of education and hinder the delivery of comprehensive learning experiences. These inequalities have been linked to low student achievement rates in Arab education (Agbaria & Jabarin, 2013).
Arab students in Israel confront significant economic hurdles that impact their access to quality education. Persistent poverty and limited economic opportunities within Arab communities contribute to financial strain for many families (Al-Haj, 2012).


Inclusion and integration in Arab education in Israel:
Inclusion and integration are two related but distinct concepts in education. Inclusion refers to ensuring that all students have the same opportunities and resources regardless of their background or ability. On the other hand, integration refers to bringing diverse groups of students together in the same educational environment.
Special needs in the Arab education system suffer from a large gap compared to the Jewish education system. Many Arab children who need special education are included in formal or special education classes that do not meet their needs (Majadley, 2021). Research comparing Palestinian and Israeli attitudes found that Jewish teachers were highly willing to accommodate and integrate students with special needs (Lifshitz et al., 2004).

Assessment in Arab Education in Israel-
Assessment is essential to any education system because it allows teachers and policymakers to assess students' learning outcomes and identify areas where they need further improvement. The Ministry's standardized tests, the Metsav, assess the success rates of fifth-grade students across the country in specific subjects, thus ranking schools according to achievement. These tests have been severely criticized because they negatively affect teaching methods and teaching processes in the classroom and encourage the transfer of educational material rather than encouraging the thinking and development of students (Kallinger, 2009; Feniger et al., 2016). In 2019, the Ministry decided to end these exams and began to reform the assessment that, gives more focus on internal assessment while continuing to rely on some external exams.

Critical Race Theory
The theoretical framework for dealing with research data is the critical ethnic theory. The theory emerged in the United States in the late 1970s and 1980s as a response to the limitations of traditional civil rights approaches to addressing racial inequality. It is an interdisciplinary approach that draws on legal studies, sociology, history, philosophy, and other fields to analyze how race and racism intersect with other forms of social inequality, shaping individuals' experiences and opportunities (Bell, 2018; Crenshaw, 1989; Yosso, 2005).
Critical race theory in education is an analytical framework that challenges the dominant narrative of color blindness in educational policies and practices. In contrast, racial inequality in education is not a matter of individual bias but rather a systemic and institutionalized form of oppression that permeates all aspects of education. The framework highlights the importance of focusing on the experiences and perspectives of students from marginalized groups in educational research and practice (Ladson-Billings, 2021). Cultural resources that students from marginalized groups bring to their educational experiences, such as linguistic and cultural wealth, social networks, and resilience, are marginalized and ignored (Yosso, 2005).
A key concept of critical race theory is intersectionality, which asserts that different forms of identity, such as race, gender, and class, intersect and interact to shape individuals' experiences of oppression and privilege. Within any cultural or ethnic group, there can be great diversity in terms of individuals' experiences and identities, and these differences can intersect in complex ways to create unique experiences of discrimination and marginalization.

Research Methodology
This study used a qualitative research approach, using semi-structured interviews to collect data. Semi-structured interviews are a suitable research method because they allow flexibility in exploring complex topics while ensuring that specific research questions are addressed (Clarke & Braun, 2013). Interviews were conducted in 4 schools: two primary schools and two preparatory schools: the principal, the assessment and evaluation coordinator, the inclusion and integration coordinator, and one homeroom teacher. Interviews were recorded and transcribed verbatim. Data analysis was performed as a systematic analysis of the text based on clear, pre-defined procedures that create distinct categories (Dey, 2003; Shakedi, 2004).


This study's results show the intersection of race, power, and social and even educational structures on teachers' perspectives and practices of the concepts of inclusion and assessment of students with special needs. Critical racism asserts that racism is not simply an individual phenomenon but an integral part of larger social structures and institutions (Bell, 2018; Crenshaw, 1989; Yosso, 2005).

Author

• Islam Abu-Asaad, Ben Gurion University of The Negev