Professionals’ attitudes toward children’s participation: implementing educational reforms

Abstract

Purpose In Israel, the decision which educational framework is most suitable for pupils with special needs is made by a placement committee. In January 2005, the eighth amendment of the Israeli Special Education Law determined that all pupils have the legal right to participate in their placement committee’s deliberations. This paper aims to examine the implementation of this liberal reform that let young people’s voices be heard. Specifically, the focus is on the attitudes of involved professionals (committee chairs, educational supervisors, teachers, etc.) regarding the law, and whether and in what ways their views influence the extent to which this law is implemented. Design/methodology/approach The research used an eight-step linear scale to investigate both the desired and actual levels of children’s participation in the committee’s discussions, as evaluated by professionals. In addition, the pupils’ satisfaction with the discussion process was evaluated, based on the professionals’ perceptions. Furthermore, the research analyzed which socioeconomic, cultural and occupational variables correlated with the degree of students’ participation in and satisfaction with the process. Findings The major finding was that many of the adults responsible for the implementation of the reform do not believe in its principles and are even opposed to child participation. In their discussions, child participation was poor. Originality/value The conclusion drawn from the study is that legislation alone is not enough when implementing a controversial reform. Spreading of this new social norm must be accompanied by efforts to promote the concept of child participation among the professionals who implement it.