This article examines the effects of school organizational and educational climate, and a teacher’s sense of efficacy, on general education teachers’ attitudes toward inclusion of students with special needs. The sample included 139 teachers from 17 elementary schools in the Northern District of Israel. The results of Pearson correlation and multiple regression analyses indicated that school climate and teachers’ sense of efficacy as well as participation in special education training were positively associated with teachers’ attitudes toward inclusion. Self-efficacy was the single most important factor affecting attitudes. School climate included six factors: supportive leadership; teachers’ autonomy; prestige of the teaching profession; renovations; teachers’ collaboration; and workload. Examination of the intercorrelations among these factors and with attitudes revealed that those teachers who perceived their school as having supportive leadership, encouraged renovations and collaboration but did not threaten teachers’ autonomy, tended to express more positive attitudes towards inclusion.

This study examined stress, attitudes, and expectations among mothers of deaf children who underwent cochlear implantation (CI), as related to time elapsed since surgery. Participants were 64 mothers of such children at different points in the implantation process: candidates, 0-3 years postimplantation, and more than 3 years later. Expectations in communication and academic domains decreased as time since implantation passed. No differences emerged in stress levels between the 3 groups. Higher levels of mothers' and fathers' education correlated with lower stress levels. Older mothers expressed lower levels on the cohesion dimension of family functioning. Findings suggested the need to consider mothers' expectations in the rehabilitation process and to encourage mothers' realistic expectations with regard to the effects of CI.

To better understand the work—family interface within the family domain, this study investigated crossover effects of two types of work—family conflict among 120 participants (60 married couples), these conflicts' relations with parental self-efficacy and perceived quality of parent—child interaction, and the contribution of attributions of importance to life roles on variance in these two parental outcomes. Results indicated complementary correlations between men's and women's conflicts. That is, work family conflict of one spouse was positively correlated to family work conflict of the other spouse. Both types of conflict were negatively correlated with parental self-efficacy and perceived quality of parent—child interaction. Parents' sense of self-efficacy in their parenting role was associated with the higher value they attributed to that role and to the dual role of working parent, and with the stronger sense of commitment to the parenting and dual roles. Theoretical and practical issues are discussed.

This study examined differences between deaf/hardof-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem and well-being. Participants comprised 38 D/HH and 42 hearing persons aged 18 to 35 years from middle and upper-middle socioeconomic classes. All the D/HH participants had graduated from mainstreamed educational programs. Findings showed that D/HH participants expressed more fear of attachment and more fear of individuation than did hearing participants. D/HH participants also revealed a lower self-esteem and lower level of well-being compared to hearing participants. Higher fear of attachment correlated with lower levels of self-esteem and well-being. Results supported the theorized relationships between attachment and individuation processes and between these two processes and personality characteristics such as self-esteem and well-being.

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