%0 Journal Article
%T Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools
%A Michal Levy
%A Ruth Gottfried
%A Hagit Inbar-Furst
%J Creative Education
%P 46-67
%@ 2151-4771
%D 2024
%I Scientific Research Publishing
%R 10.4236/ce.2024.151003
%X The present study qualitatively explored, via semi-structured interviews,
the educational beliefs of 12 Special Education Teachers (SETs)
and eight principals working within Emergency Shelter On-site Schools (ESOSs)
throughout Israel. Findings of the Deductive-Qualitative Approach (DQA) focus
on the following educational belief categories: 1) the professional role of
SETs within ESOSs; 2) the ESOS context/environment; 3) ESOS students¡¯ special
needs, diversity, and abilities; 4) the content/knowledge taught within ESOSs;
and 5) the teaching practices incorporated within ESOSs. A broad perspective of
the findings revealed three novel continuums, titled: 1) mono-multi, 2)
independent-integrated, and 3) structured-flexible, upon which SETs¡¯ and principals¡¯
educational beliefs are situated. Study findings enhance the research fields of
both educational beliefs and ESOSs, for the ultimate benefit and positive
trajectory of ESOS students.
%K Child Welfare
%K Special Education Teachers
%K Principals
%K Educational Beliefs
%K Emergency Shelter On-Site Schools
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=130763