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.
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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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