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

Mintz, J; Al-Shammari, Z; (2022) Special education teachers’ understanding and use of evidence-informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education. The Journal of Research in Special Educational Needs , 22 (2) pp. 105-115. 10.1111/1471-3802.12548. Green open access

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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.

Type: Article
Title: Special education teachers’ understanding and use of evidence-informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1471-3802.12548
Publisher version: https://doi.org/10.1111/1471-3802.12548
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10136251
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