Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575615
Title: Investigating Kuwaiti teachers' and head teachers' attitudes towards inclusion
Author: Almotairi, Mishal
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2013
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
The purpose of this study is to investigate the attitude of Kuwaiti primary teachers and head teachers toward including pupils with disabilities in mainstream schools and classrooms in the State of Kuwait. The two-part study utilises a ‘two methods approach’ to reveal the attitudes of teachers and head teachers in primary mainstream and special schools toward pupils with disabilities and including them in mainstream classrooms. The first study was a questionnaire-based survey of 560 teachers and head teachers currently working in the 209 mainstream and special primary schools in Kuwait. The questionnaire used was the Mainstream Attitude Survey (MAS) developed by Alghazo (2000). Results showed a mixed attitude towards inclusion of pupils with disabilities, and that, overall, teachers were quite negative about the concept. Teachers from mainstream schools were more supportive of inclusion than special school teachers and, male teachers were more supportive than female teachers. The second study involved interviews with 30 teachers, head teachers and 4 decision makers. These revealed nuances of opinion with respondents from both school types supporting inclusion from two main positions. The first emphasised that inclusion was an ethically sound movement; the second emphasised inclusion would be socially beneficial to society and the development of all pupils. Of those who were negative towards inclusion, criticisms were mostly based on the idea that while there were likely to be social benefits of inclusion, these benefits were not significant enough to justify placing the academic achievement of mainstream pupils at risk.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.575615  DOI: Not available
Keywords: DS Asia ; L Education (General) ; LG Individual institutions (Asia. Africa)
Share: