Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

Abstract

This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence‐informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence‐informed approaches: peer tutoring strategy and the JIGSAW strategy. Results revealed a good degree of understand and use of both strategies. Recommendations are made in relation to further research on the evidence‐informed practice for the effective inclusion of children with special educational needs in Kuwait and internationally.