Special Education Budget Soars 77% Amidst Unmet Needs
Translated & summarized from Globes by baba
Israel's special education budget has increased by 77% to 26.5 billion shekels by 2026, yet per-student funding has not risen, leading to a system in crisis with teacher shortages and inadequate services. A committee's recommendations to improve the system, including reducing class sizes, have been delayed by the Education Ministry. Experts argue that despite increased overall funding, the growing number of students requiring special education dilutes the per-student allocation, hindering effective support and integration into mainstream schooling.
The story in 5 lines · by baba
- Special education budget grew 77% to 26.5 billion shekels by 2026, but per-student funding stagnated.
- Student numbers in special education rose 61% between 2020-2024, outpacing general student growth.
- Two-thirds of principals report schools cannot provide full special education services.
- A committee's recommendations for class size reduction and increased investment were delayed.
- Teacher shortages and lack of specialized training plague the special education system.
Despite a significant 77% increase in the special education budget over six years, amounting to over 11 billion shekels, the per-student funding has not grown, leaving the system in distress. The special education budget rose from 15 billion shekels in 2021 to 26.5 billion in 2026, representing about 28% of the total education budget. However, this increase has not translated into improved services, with ongoing shortages of teachers and aides, inadequate therapeutic support, and challenges integrating students into mainstream education.
The number of students requiring special education services has also surged by 61% between 2020 and 2024, far outpacing the 8.5% growth in the general student population. This rise in student numbers, coupled with the higher cost of educating special needs students, has diluted the impact of the budget increase, according to Nachum Blass, Chief Researcher at the Taub Center. He explained that the budget is spread thinner, failing to provide the expanded support implied by the increased funding.
A 2018 reform aimed to prioritize integrating students with disabilities into regular classrooms, empowering parents to choose their child's educational setting. However, a recent study commissioned by the Ministry of Education found that two-thirds of elementary school principals reported their schools are unable to provide all eligible students with their full special education services. A significant contributing factor is the lack of qualified staff, with many teachers in special education lacking specialized training or even teaching certificates.
Further compounding the issue, individual support packages for integrated students are often shared among multiple children, diminishing their effectiveness. Blass noted that the integration rate has remained stagnant at around 60% for eight years, contrary to the ministry's stated goal of increasing it. The unstated goal, he suggested, was cost reduction, which has not materialized.
A committee led by businessman Amos Shapira, established by former Education Minister Yoav Kisch, recommended in March 2025 measures such as reducing class sizes to 19 students, shortening the school week to five days, and increasing investment in early childhood education and professional development for staff. However, Kisch postponed the implementation of these recommendations until September 2027, potentially beyond his tenure. An inter-ministerial committee tasked with developing an implementation plan has also failed to submit its findings within the stipulated 90 days.
Shapira criticized the system's approach, stating that instead of addressing root causes, it continues to rely on past solutions. He highlighted that while 15 billion shekels were earmarked for building classrooms to reduce student density, this investment is spread over six years. He argued that savings could be achieved in the current budget if students were properly integrated into a normal track, but the quality of teaching materials and the large class sizes in regular education push parents towards special education settings.
Blass, a member of the Shapira committee, believes Kisch is stalling the recommendations. He argued that the committee's calculations showed that reducing class sizes would not only curb the growth in special education needs but could even lead to savings. He suggested that disagreements within the committee regarding the extent of class size reduction, with some members' views potentially overriding the majority, contributed to the delay. Blass suspects that officials from the Education and Finance ministries, who may have anticipated higher costs than the committee recommended, influenced the decision-making process.
The Ministry of Education stated that while the committee's recommendations were adopted, their implementation requires significant investment, legislative changes, and agreements with various bodies, conditions not met during the war. They plan to advance the measures under the 'New Deal in Education.' Kisch's office confirmed his intention to advance the 'New Deal in Education' plan, based on the Shapira committee's conclusions, in the upcoming term.
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