Abstract:

Israel’s inclusion policy enables students with disabilities to participate in mainstream classrooms while receiving support from special education professionals. Within this framework, learning Hebrew as a second language (HSL) represents a critical educational component for Arab students in Israeli schools. The present study examined the quality of HSL instruction provided to Arab students with disabilities in mainstream middle and high schools. Thirty-five HSL teachers completed an online survey addressing their knowledge, instructional practices, and perceptions regarding the teaching of Hebrew to students with disabilities in inclusive classrooms.

The findings revealed several challenges. Many teachers reported limited knowledge and training related to teaching students with disabilities in inclusive settings. In addition, nearly half of the participants indicated that they did not possess strong Hebrew language proficiency, and all teachers reported simplifying their language during instruction. These findings raise important questions regarding the effectiveness of current instructional practices and the adequacy of teacher preparation for teaching Hebrew as a second language in inclusive contexts.

The study highlights the need for improved professional preparation of HSL teachers, the development of adapted and accessible curricula, and the creation of authentic classroom environments that better support the linguistic and educational needs of Arab students with disabilities. Recommendations for improving HSL instruction within inclusive educational settings are discussed.

Keywords:

Hebrew as a second language (HSL), Arab students, students with disabilities, inclusive education, second language teaching, teacher knowledge, language instruction, Israeli education system.