Teachers’ Perceptions of Preparedness for Teaching Students with Mild to Moderate Disabilities in Inclusive Education in Kuwait

Abstract

This study explored 324 pre-service teachers’ perceptions of their preparedness for inclusive education in Kuwait and examined variables contributing to these perceptions. A cross-sectional survey was used to answer research questions relating to preparedness. Findings revealed that the participants did not perceive themselves to be sufficiently prepared to teach students with disabilities in implementing differentiated strategies, working with parents to plan educational programs, identifying assistive technology, and helping students with social interactions and transitions. Participants’ perceptions were significantly improved across variables if they completed introductory and pedagogy courses in special education. Variables such as academic year and academic programs also affected the outcome. Recommendations for further improvement of pre-service teacher education programs were addressed.