About this paper

Appears in:
Pages: 9827-9833
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0172

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN PRIVATE SCHOOLS IN KUWAIT: CHALLENGES THAT FACE SCHOOL ADMINISTRATORS

A. Alansari

Kuwait University (KUWAIT)
The inclusion approach is one of the most effective ways of integrating students with special needs into society. According to Kuwaiti regulations, both public and private schools must increase quality services to assist students with special needs in inclusive classrooms. Although the inclusion approach is mandatory in Kuwait, schools have encountered barriers to its implementation. Therefore, there were three key goals to this research: (a) to identify challenges of the implementation of inclusion approaches that face private primary school administrators in Kuwait, (b) to identify how inclusion practices are implemented by administrators, teachers, and counselors in private Kuwaiti primary schools, and (c) to identify the differences in the implementation practices of inclusion between two private primary schools in Kuwait.

The findings revealed that the two schools faced six similar challenges, and three that differed. The obstacles the two schools had in common included: (1) parental issues, (2) academic barriers, (3) a lack of specialist teachers, (4) gaps in communication, (5) modification and accommodation matters, and (6) financial issues. The three that differed for the first school were: (1) low expectations, (2) the large number of students with Learning disabilities (LD), and (3) policy issues, while for the second school they were: (1) time management, (2) disciplinary issues, (3) systemic problems. Six key methods for implementing the inclusion approach were revealed. Four were common to both schools and two were different. The four in common were: (1) learning styles, (2) collaboration, (3) communication, and (4) preparation. The two seen solely in the first school were: (1) cooperative learning among students, and (2) discipline management, and in the second school they were (1) teaching LD students in small groups, and (2) anti-bullying sessions. Based on the findings of this research, future work should examine the challenges faced by school administrators attempting to implement the inclusion process, especially at the high school and university levels.
@InProceedings{ALANSARI2018INC,
author = {Alansari, A.},
title = {INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN PRIVATE SCHOOLS IN KUWAIT: CHALLENGES THAT FACE SCHOOL ADMINISTRATORS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0172},
url = {http://dx.doi.org/10.21125/inted.2018.0172},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {9827-9833}}
TY - CONF
AU - A. Alansari
TI - INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN PRIVATE SCHOOLS IN KUWAIT: CHALLENGES THAT FACE SCHOOL ADMINISTRATORS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0172
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 9827
EP - 9833
ER -
A. Alansari (2018) INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN PRIVATE SCHOOLS IN KUWAIT: CHALLENGES THAT FACE SCHOOL ADMINISTRATORS, INTED2018 Proceedings, pp. 9827-9833.
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