Student’s Name

Institutional Affiliation

Notetaking – Palestine and Israel


  • Palestine is a small country that lacks a national government. The absence of a national government leads to the lack of a civic education apparatus that means impoverished education systems.
  • The United Nations Relief and Work Agency (UNRWA) provides education to the refugees residing in the region (Mazurek & Winzer, 2006).
  • However, the children experience a myriad of health issues, mainly revolving around mental and physical disability.
  • The Palestinian society has been affected by stigma conceptualization related to disability that constraints parents from allowing children to attend school.
  • The clan, culture, and the rural Palestinian society acts as an impediment to the provision of special education services for children with disabilities.
  • Education is considered the key to modernization (Mazurek & Winzer, 2006).
  • Schooling in Palestine is the same as one’s own experience, particularly regarding the access to medical and healthcare units that provide quality and affordable healthcare.
  • Schooling in Palestine is different from one’s own experience, particularly regarding the availability of games and sports facilities.


  • Israel is a small country that possesses an 82 percent Jewish population and 18 percent Israeli- Palestinians (Mazurek & Winzer, 2006).
  • A centralized bureaucracy initially managed education policies and national goals in Israel.
  • Since the 1980s, Israel has experienced decentralization in the education sector, primarily based on the authority delegated to the institutional level.
  • Israeli education system initially accentuated a segregationist and resounding opinion of education provision.
  • However, the Israeli school system encounters significant challenges while dealing with adolescents and children affected by disabilities.
  • The Special Education Law (SEL) of 1988 has provided guidelines on how institutions should approach children with disabilities (Mazurek & Winzer, 2006).
  • Schooling in Israel is the same as one’s own experience, particularly regarding the curriculum based on religious inclinations.
  • Schooling in Israel is different from one’s own experience, particularly regarding the reception of service in various settings.


Mazurek, K. & Winzer, M. A. (2006). Schooling around the world: Debates, challenges, and practices. Boston, MA: Pearson

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