Authors: Daniel Sperling, Shunit Reiter and Liat Josefsberg Ben-Yehoshua
Chief Editor: Liat Josefsberg Ben-Yehoshua
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Abstract:
The research review describes and discusses policies on inclusion of students with special educational needs in ten states and countries: England, Sweden, the US (California, New York and Oregon), Spain, Portugal, Germany, Canada (Ontario) and Australia. The comparative policy analysis elaborates on the criteria and categories concerning the disabilities and impairments associated with these students, the procedure for establishing the entitlement for special education support and the various factors and parties which participate in it. The review discusses and concludes with some observations deriving from the comparative analysis. These have to do with such criteria and processes as well as with the role and place of children with special educational needs and their parents in the procedure, teachers’ responsibilities, issues of teacher education and effectiveness of inclusion policies, control and finance mechanism, the social context of inclusion policies and the ability to learn and make analogies from different educational sectors in this context.
Authors: Amalia Ran, Ruth Almagor, Liat Josefsberg Ben-Yehoshua
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Abstract:
This literature review focuses on the generation of new learners in the education system, Generation Z, by studying what characterize them from early stages of preschool to their entrance to institutes of higher education and the labor market. This review discusses the generational gap that exists between Generation Z and previous generations of students, the preferred teaching practices to address their learning needs, as well as the different levels of content and learning methodologies required to attend their needs. The new learners seem to respond quickly to changes; they thrive in constant and ongoing interactions; they consider themselves as experts in digital technology; they obtain high expectations from technology and tend to be autodidactic and self-taught; and they feel comfortable in virtual and digital environments. Moreover, new learners excel in multitasking. Their tendency to entrepreneurship is emphasized by preferring self-instruction and independent research and learning on frontal lectures. Moreover, they aspire to implement transformational changes in their environment; thus impacting on society.
Authors: Amalia Ran, Liat Josefsberg Ben-Yehoshua
Academic Advisor: Svetlana Chachashvili-Bolotin
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Abstract:
This literature review focuses on educational policies concerning integration of refugee students in the education system in four selected countries: Turkey, Germany, Canada, and the United States. Currently, there are approximately 10 million refugee children around the globe who were involuntarily displaced from their countries of origin due to violence or political conflicts and granted with the status of refugees by their hosting countries. Refugee children and asylum seekers are exposed to persecutions, violence, war, loss of family and trauma, which impact their wellbeing. Moreover, they have to face with additional challenges in their new places of residency, such as poor living and housing conditions, economic burden, lack of social support, and hostility on behalf of the local population towards foreigners. Within the school environment, lack of communication with peers and negative relationships with teachers may contribute to the feeling of isolation or rejection which, in turn, predict behavioral, emotional and social difficulties, including higher rates of school dropout.