Abstract

The paper sheds light on a common phenomenon in traditional societies, which includes repressing and ignoring the difficulties and special needs of individuals in these societies. The Arab world is currently in a dead end, a social-structural trap that is based on hierarchy and tradition. This is a "vicious circle" based on a traditional social structure that creates difficulties in coping with changes that involve interruption of the old order. The present study was conducted among a sample of parents, teachers and principals in the Arab sector in the State of Israel and it highlights the socio-cultural difficulties resulting from traditional and social aspects, in addition to the physical and professional difficulties of the teachers. The study combines quantitative tools, indicating the intensity of the phenomenon, with qualitative tools, which convey the authentic voice of headmasters, teachers, parents and pupils from the Arab sector in Israel. The study findings prove that traditional and cultural aspects have a decisive influence on patterns of treatment and on addressing the needs of learning disabled pupils in regular education settings. From the methodological aspect, this study exemplifies the unique contribution of combining the qualitative and quantitative approaches to a deeper understanding of the researched phenomenon. The quantitative has allowed reaching generalizations about the teachers' attitudes while the qualitative approach allows understanding of the socio-cultural aspects leading to these attitudes. The study is an innovation in terms of exploring the phenomenon while giving voice to the participants on this complicated and painful issue.