Throughout the years, disabled people, especially those with intellectual and mental disabilities, have frequently been appointed authorised guardians. Having been criticised for restricting individual freedom and autonomy and in line with the 2006 UN Convention on the Rights of Persons with Disabilities, a 2016 reform in Israel's Legal Capacity and Guardianship Law called for restricting the use of guardianship and preferring less restrictive alternatives, specifically supported decision making (SDM). The success of this reform rests largely on social workers. This study examined the meanings social worker attach to guardianship and SDM. In-depth semi-structured interviews were conducted with twenty-seven Israeli social workers. The findings showed that whilst they acknowledged the shortcomings of guardianship, they nevertheless perceived it to be vital. They provided three justifications for this view: guardianship as a safeguarding practice, guardianship as promoting individual well-being and guardianship in the service of third parties. These findings are discussed in terms of their meaning for guardianship as a risk-aversive practice designed to promote service users' well-being and quality of life and in terms of the role played by third parties in bringing SDM into force. Recommended steps for moving the current reform in guardianship from paper to practice are highlighted.

Background: COVID-19 has had a disproportionate and unprecedented impact on children with disabilities, their parents and families. This impact has been particularly evident during periods of lockdowns and severe restrictions. Objective: This study employed the social model of disability to illuminate negative and positive experiences of Israeli parents of children with disabilities during the first COVID-19 lockdown, as well as the way social environments, particularly educational and welfare services, shape that experience. Methods: The study draws upon thematic analysis of written responses of 80 Israeli parents to open-ended questions. Results: Three main themes were found: (1) lack of responsiveness of both informal and formal supports to family needs, mainly in the educational and welfare systems; (2) juggling multiple roles and tasks along with the parents' routinely intensive caregiving role; and (3) the impact on the family's wellbeing and relationships. Conclusion: These results are discussed in light of the social model of disability, showing how social restrictions and barriers affect both negative and positive experiences of these families. Also discussed are practical implications for future crises.

המחקר הנוכחי בוצע בגישת מחקר פעולה משתף (Participatory action research) גישה המשלבת אנשים עם מוגבלות במחקר כחוקרים עמיתים. בגישה זו, החוקרים עם מוגבלות הם שותפים־עמיתים ומומחים לחייהם והתקווה היא כי ממצאי המחקר יתורגמו לפרקטיקה המקדמת איכות חיים. חברי קבוצת המחקר העמיתים בבית איזי שפירא הם בוגרים עם לקויות למידה מורכבות. מחקר פעולה משתף מלווה באנשי מחקר המשמשים כמנחים וכמאפשרים. במפגש שקיימו החוקרים העמיתים עם החוקרים המאפשרים, התמקד הדיון בדפוסי התמודדותם עם אתגרי הקורונה. תיאוריהם לימדו על חוויית אובדן ואי ודאות מתמשכים לצד רווחים משניים שצמחו בתקופה מאיימת ומגבילה זו. לפיכך נושא המחקר אותו ביקשו לבדוק התמקד בתמורות שחלו בחייהם של בוגרים עם לקויות למידה מורכבות במהלך תקופת הקורונה. (מתוך המאמר)

Traditionally, studies on parenting children with disabilities have focused mostly on experiences of stress. More recently, studies have turned to examining parental coping from the perspective of strength, focusing on the ability to achieve growth and empowerment. Most studies, however, have not examined parental activism as a coping mechanism. Based on the Double ABCX Model of Family Adjustment and Adaptation, this study, conducted in Israel, assessed the adequacy of a theoretical model linking stress, coping, activism, growth, and empowerment of parents of children with disabilities. Activist and nonactivist parents (N = 123) completed a structured questionnaire that included measures of stress, coping, empowerment, and growth. Stress was negatively associated with empowerment and growth, whereas problem-focused coping and parental activism were positively associated with empowerment and growth. Activism was found to mediate the relationships between stress and growth and empowerment, with lower levels of stress being related to higher levels of activism, which was in turn correlated to higher levels of empowerment and growth. Parental activism, consisting of deconstructing problems faced by the family and demanding change in social discourse with a view toward inclusion, choice, rights, and equality, is a useful mechanism for parents in alleviating levels of stress and enhancing sense of empowerment and growth.

Background While research has focused on understanding teachers' attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers' self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers' attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

Following a rise in the life expectancy of cystic fibrosis (CF) patients, many adults with CF form couple relationships. Yet, dyadic coping has not been previously examined in people with CF. This study examined how adults with CF and their partners cope as a couple with the illness, and what meanings each partner and the couple as a unit attribute to the experience. Seventeen adult CF patients and their partners participated in separate semi-structured in-depth interviews. Two main patterns of dyadic coping with CF were identified as follows: cooperation and tension. For couples in cooperation, the marital relationship served as a resource for adaptive coping. These couples were characterized by similarities in their perception of the place of CF in their lives and of their roles in the marital relationship. Couples in tension described the couple relationship as strained by difficulty of accepting the disease, proliferation of negative emotions, and a sense of burden and loneliness in the process of coping. Findings point to the importance of mutual empathy, clear and accepted division of roles between the partners, and open communication for facilitating coping as a couple.

Purpose: This article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model. Design/methodology/approach: This article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education. Findings: The authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis. Research limitations/implications: The authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research. Practical implications: Understanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change. Originality/value: This article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

Purpose: Guardianship of people with disabilities has been under growing scrutiny, leading some welfare states to offer supported decision-making as a legal alternative. This study examined the attitudes of Israeli social work students toward guardianship and supported decision-making and the relationship between these attitudes and the perceived importance of social work goals, as mediated by perceptions of disability. Materials and methods: Participants were 414 undergraduate and graduate level social work students from Israel. Participants completed a structured questionnaire that measured: attitudes toward guardianship and supported decision-making, importance of social work goals, and perception of disability. Results: Although social work students tended to support limiting the scope of guardianship, they did not clearly oppose it. Individual model perspective of disability mediated the association between the social work goal of social control and attitudes toward guardianship. Social model perspective of disability mediated the association between the social work goal of social justice and attitudes toward guardianship. Conclusion: To reduce guardianship appointments, social work educators should educate students better regarding current supported decision-making trends, emphasize the importance of social justice goals, and discuss critically the necessity of social control. Further, educators need to embrace the social model of disability, in particular its view of autonomy and interdependence.Implications for rehabilitation The UN Convention on the Rights of Persons with Disabilities has urged limiting guardianship practices, and developing instead less restrictive alternatives, especially supported decision making. In order to fully implement the Convention’s vision, efforts must be placed in social work training programs on discussing the limitations of guardianship, the dilemmas it raises and the advantages of other less restrictive alternatives, including that of supported decision-making. Social work educators should also emphasize the importance of social justice goals and discuss critically the necessity of social control. Similar emphasis should be placed on exposing students to the social model of disability, including its view of autonomy and interdependence.

This chapter examines the way that the choices of Israeli adults with intellectual disabilities are shaped by different disability laws and other state policies in two domains: legal capacity and housing services. In Israel, legal capacity issues are regulated by the 1962 Legal Capacity and Guardianship Law, which has recently been amended to provide preference for supported decision-making alternatives over guardianship. We show how prior to the amendment the law and its practice infringed on individuals’ right to freedom and autonomy, especially given the extensive use of plenary guardianship and lack of meaningful supervision and regulations. An additional concern is related to the limited consideration given to the individuals’ voice in guardianship appointment processes. The new amendment moved the Israeli legal capacity system a major step away from this guardianship regime. This positive change is currently very much on paper with several concerns and challenges still in need of being addressed.With regard to housing services, we first focus on the process through which services are provided to adults with intellectual disabilities and the role assigned to service users in the process. We then describe the current housing solutions available in Israel, from the most common, large congregate facilities to community apartments and family homes. Finally, we show how each of these living schemes affects the individuals’ right to choice in their daily lives. We conclude by providing several recommendations that represent initial steps in overcoming some of the aforementioned challenges within the two fields.

There is a dearth of studies that have examined the attitudes of society toward people with intellectual disabilities (IDs) on a global scale. This study set out to gauge the extent to which ID continues to be stigmatized and to which initiatives are in place to increase their inclusion and tackle stigma around the globe. Data were collected using a web survey from 667 experts and organizations in the (intellectual) disability field pertaining to 88 countries and covering all world regions. Information about the study was disseminated by four multinational disability organizations, and the survey was available in five languages. Findings and responses indicated that the general public in many parts of the world broadly support the fundamental principle of inclusion of children and adults with IDs, yet negative attitudes persist. High levels of stigma and denial of fundamental rights still appeared a reality in many places. Initiatives to tackle stigma appeared patchy and least in evidence where they were most needed. In many parts of the world the life chances of people with IDs often appear still very poor, and support and advocacy almost entirely their families' responsibility. More needs to be done globally to reduce the stigma associated with ID and to promote active engagement and regular social interactions between persons with IDs and their fellow citizens without IDs.

מאמר זה נועד לתאר תהליך מחקר שהתבצע בגישת 'מחקר פעולה משתף' ולדווח על ממצאיו. בחלקו הראשון של המאמר, יתוארו העקרונות המרכזיים של אותה גישה בהתייחסות לאנשיםעם מוגבלות. כמו כן, יתואר התהליך של בניית קבוצת המחקר במחקר ספציפי זה. חלקו השני של המאמר יציג את המחקר אשר נערך ואת ממצאיו. (מתוך המאמר).

מחקר זה ביקש לבדוק את תפיסת הזקנה בקרב אנשים עם לקויות למידה מורכבות, בהשוואה לאנשים ללא לקויות למידה בגילאי טרום זקנה. אף שלא נמצאו הבדלים מובהקים בין אנשים עם לקויות למידה מורכבות לאלו ללא לקויות למידה מורכבות בציון הכולל של תפיסת הזקנה, מלמדים ממצאי המחקר על כך שאנשים עם לקויות למידה מורכבות בגיל טרום הזקנה תופסים את אתגרי הזקנה כשונים באופיים ומהותם, בהשוואה לאלה ללא לקויות למידה מורכבות. (מתוך המאמר)

This study examined disclosure strategies in cystic fibrosis (CF) and their psychosocial implications for adults. Disclosure styles were examined based on Corrigan and Lundin's (2001) model. In-depth qualitative interviews were conducted with 42 individuals diagnosed with CF from two CF clinics in Israel. Disclosure of CF is complex and involves multiple strategies. Two main themes regarding disclosure presented here are: (a) disclosure styles and their psychosocial implications, and (b) perceptions of the differences between previous and current disclosure styles. Of disclosure styles suggested by Corrigan and Lundin (2001), most participants were found to resort to secrecy, selective disclosure, and indiscriminate disclosure and very few resorted to avoidance or broadcasting. Disclosure was also dynamic, and individuals changed their disclosure styles during various stages of life and situations, in consideration of its benefits and costs. Decisions regarding whether and to what extent to disclose the illness were based on two processes: weighing the benefits and costs of disclosure and owning the decision to disclose. Professionals should partner with the patients to understand patients’ disclosure decisions and support them. Formal and informal support may assist individuals in making these decisions, helping them become aware of benefits and costs.

This study examined the roles of stigma and of enabling factors in help-seeking by parental caregivers of individuals with intellectual disabilities and dual diagnosis. Questionnaires were completed by 195 family caregivers. Lower family stigma was related to higher personal enabling factors (e.g. knowledge about services and previous experience in seeking help), which in turn was related to higher help-seeking behaviors. Higher professional enabling factors (e.g. attitude of the professional, services in the vicinity) were related to higher intentions to seek help, which were related to higher help-seeking behaviors. Professionals can help families achieve a greater sense of self-efficacy in their own help-seeking process by providing them with knowledge about services and facilitating a more positive experience in the process.

Individuals with disabilities are entitled to equal access to information and communication technologies (ICT), including the Internet. The study to which this commentary refers has shown that over time (between 2003 and 2015), Internet access by persons with disabilities has increased, but a gap still exists between people with and without disabilities. One population that has been excluded from this study is that of individuals with intellectual disabilities. This is unfortunate because these individuals may face an even greater gap than others in access to the Internet. In this commentary we review the state of ICT use specifically by individuals with intellectual disabilities, and make a few recommendations for future ICT research and for reducing this gap.

Background: Research on supported employment for individuals with intellectual disabilities has focused mainly on its effect on employees. Scant research has assessed the influence on employers and on the work setting. This study focused on a unique program to foster the employment of individuals with intellectual disabilities in the Israeli military and examined the effect of the program on the employers (military commanders) and on the military units. Method: Semi-structured interviews were conducted with 28 military commanders. Results: Four themes illustrate the influence of people with intellectual disabilities on the military units in which they work: (a) functioning of the military unit, (b) effect on other soldiers, (c) effect on commanders, and (d) effect on attitudes toward people with intellectual disabilities. Conclusions: Results suggest that employing soldiers with intellectual disabilities has beneficial effects on both commanders and the military units, although some negative attitudes remain and merit interventions.

Purpose: Identity development among individuals with disabilities may depend on their being included in central institutions in society. The centrality of the military in Israeli society makes it a highly important setting for inclusion and identity development. We examined the self-identity of young adults with intellectual disabilities who serve in the “Equal in Uniform” project. Material and methods: Forty-nine interviews were conducted with 31 individuals with intellectual disabilities. Results: Findings showed that military service helped develop the identity of soldiers, which enhanced their self-efficacy. Participants described their participation in the military as an opportunity to take an active part in socially valued roles. Conclusions: Findings are discussed with reference to the effect of the project on the self-identity of individuals with intellectual disabilities. The meaning of successfully serving in socially valued roles for self-efficacy is discussed.Implications for rehabilitation Completing socially valued roles leads to greater self-efficacy, enhanced self-esteem and greater psychological well-being among individuals with intellectual disabilities. Inclusion of individuals with intellectual disabilities within a central community setting (specifically the military) allows them to deal with issues of identity development, as it does for other young people without intellectual disabilities. Receiving ongoing positive input from others for one’s abilities and success is a conducive factor in positive identity formation.

Introduction: Studies regarding the use of support services for persons with a dual diagnosis of intellectual disability and psychopathology are scarce; even fewer have focused on children and young adults. The aim of the present study, conducted in Israel, was to compare the use of support services and their perceived effectiveness by families of children and young adults with intellectual disability (ID) and with dual diagnosis. Methods: Data were collected from 195 family (parental) caregivers of individuals with ID or dual diagnosis, aged 10–30. Using a structured questionnaire, family caregivers reported on the use of support services and on their perceived effectiveness. Results: Findings showed that in addition to the obvious mental health services, caregivers of individuals with ID and dual diagnosis report using a range of services and resources. Caregivers of persons diagnosed only with ID perceived some of the mental health services as being more effective than did caregivers of individuals with dual diagnosis. Conclusion: We advocate for enhanced training for professionals working with individuals with dual diagnosis within all services. Furthermore, parents need to be supported in their search for services for their child and in dealing with complex situations. In addition, more research is needed to identify why individuals with dual diagnosis may not benefit from current mental health services and, in line with this, develop more effective services. Finally, we advocate for the establishment of a one-stop shop that can provide for the comprehensive needs of these individuals within one center.