INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY?

Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of Kuwait. Thus, this study was conducted to investigate special education pre-service teachers’ preparedness for inclusive education in Kuwait. The research question that guided this study concerned Kuwaiti special education preservice teachers’ perceptions of the inclusion of students with Intellectual Disabilities and was explored through the administration of a survey and conducting interviews. The data were collected from special education pre-service teachers specializing in Intellectual Disabilities in the College of Basic Education in the State of Kuwait. One hundred ten special education pre-service teachers completed the survey and ten special education pre-service teachers were interviewed in order to explore their: a) attitudes toward students with Intellectual Disabilities, b) attitudes toward inclusive education, and, c) level of confidence about teaching students with Intellectual Disabilities in inclusive settings. The study involved the examination of predictor variables on attitudes and confidence. The study also explored the type of training about inclusion that was desired by the special education pre-service teachers. The associated factors (teacher, student, and environment factors) for successful inclusion for students with Intellectual Disabilities were examined. The results indicate that the special education pre-service teachers had a conditional positive attitude toward students with Intellectual Disabilities and inclusive education. The pre-service teachers’ level of confidence regarding teaching students with Intellectual Disabilities was also conditional, depending on the support and resources that would be available. Implications for improving teacher education and training programs, social awareness, and human and physical support are included. Based on the results, several recommendations for practice and future research are suggested.