Ministry of Education Alters Accommodations for Students with Learning Disabilities: “The Pilot Harms”
Policy Change Overview
In a controversial move, the Israeli Ministry of Education has announced that students diagnosed with learning disabilities, particularly those struggling with mathematical comprehension and writing, will now be assessed using computer-aided reading instead of human reading. This decision has prompted significant backlash from affected students and their families, who express concern over its impact on their academic performance.
Student Reactions and Concerns
Among the students voicing their distress is Raz Bazak, an eleventh-grade student at a regional school in Misgav. “Instead of preparing for the exam, I’m learning how to take the test,” she said, emphasizing her struggle with the new format. Her concerns reflect a broader sentiment among students with learning disabilities, such as dyscalculia and dysgraphia, who previously benefited from human reading accommodations.
Bazak’s frustration culminated in a letter to the Ministry of Education, requesting “fair accommodations for the matriculation exams.” She highlighted the anxieties associated with the computer reading, stating it feels impersonal and akin to “a wall or a robot,” devoid of human interaction essential for focus during examinations.
Familial Support and Responses
Parents of students with learning disabilities echoed their children’s worries, fearing that the shift to computerized reading, particularly in mathematics, would hinder their ability to succeed in exams. Many parents underscored that under these new conditions, their children might opt out of taking the exams altogether.
Bazak emphasized that her requests for accommodations stem from legitimate needs identified through professional evaluations. She argued, “I need oral exams, reading assistance, and dictation. These are not luxuries; they are accessibility requirements.” Her calls for fairness illustrate the ongoing battle students face within the educational system.
Professional Perspectives
Educational psychologist Hadass Ron Gal, the Executive Director of the Empowerment Forum for Parents, articulated serious concerns regarding the transition from human to computerized reading. “This change is not merely technical; it has profound implications for the emotional and psychological aspects of testing,” she explained. Students with learning disabilities often grapple with test anxiety, and the loss of human interaction may further exacerbate their struggles.
Ron Gal noted that a human reader offers benefits that a machine cannot, such as adjusting the reading speed and providing emotional reassurance. Without this interaction, students may feel heightened pressure and disorientation during exams, potentially leading to failure.
Ministry’s Justification for the Change
In response to the criticisms, the Ministry of Education defended its new policy, asserting that computerized reading intends to ensure uniformity, equality, and fairness for all students who require accommodations. They described the process as straightforward, indicating that students experiencing difficulties would have opportunities to consult school staff, where their individual circumstances would be assessed.
Officials also mentistartd that exceptions could be made on a case-by-case basis through the examination offstart’s special committee. However, critics argue that these reassurances do not address the core issue of student anxiety and the proficiency barriers that the change creates.
Conclusion
The transition to computerized reading for students with learning disabilities in Israel’s educational system has stirred significant debate, raising questions about equity, support, and the emotional welfare of vulnerable students. As these discussions continue, both students and parents hope for a resolution that upholds fairness and accessibility in educational assessments