An Action Research Approach to Developing Undergraduate Special Education Curricula: Preparing Future Educators in Kuwait for Inclusive Education. | ||||
| العلوم التربوية | ||||
| Volume 33, Issue 2, April 2025, Page 1-34 PDF (502.51 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ssj.2025.440279 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Bader Jassim Alqallaf, Dr. Hashemiah Mohammad Almusawi , Dr. Nouf Almarzouq… مشترك | ||||
| Abstract | ||||
| Introduction The field of special education has undergone significant evolution globally, driven by the increasing need to address the unique needs of diverse learners, including those with disabilities, learning difficulties, and exceptional abilities (Saqr & Tennant, 2016). In Kuwait, the Special Education Department at the College of Basic Education was established in 2003 through decision no. 39/2003 to meet the demands of the labor market and respond to the growing recognition of the importance of preparing educators for specialized roles. This department remains the sole provider of a Bachelor of Special Education in Kuwait, reflecting the college's commitment to preparing competent professionals equipped with both theoretical knowledge and practical expertise to address the needs of children with disabilities (Public Authority for Applied Education and Training, n.d.). Despite the establishment of this vital program, challenges persist in aligning the curriculum with market demands. The current program's structure does not adequately prepare graduates to meet the evolving requirements of inclusive education, a goal that Kuwait has yet to fully implement but plans to achieve in the near future. Inclusive education demands educators who are well-versed in theories, strategies, and interventions that cater to diverse learners while fostering integration within general education systems (Saqr & Tennant, 2016; Salem et al., 2023). However, the Ministry of Education's recurring reports, beginning in 2018, highlight a saturation of special education professionals in government schools, indicating a pressing need to reform and adapt the program to align with actual labor market needs. The Special Education Department at the College of Basic Education currently offers a variety of tracks, including intellectual disabilities, learning difficulties, auditory disabilities, and visual disabilities (currently suspended). However, these tracks do not effectively address the anticipated future demand for expertise in inclusive education. Furthermore, students in related disciplines such as Arabic, Mathematics, Islamic Studies, and Social Studies can pursue a minor in special education, which further emphasizes the need for a cohesive and comprehensive curriculum. However, any curriculum reforms to support inclusive education will address a broader challenge in Kuwaiti education: the lack of readiness among educators to support students with special needs within mainstream classrooms. This gap is evident in other international contexts as well, where insufficient teacher preparation often results in limited success in implementing inclusive education policies (Alhammadi, 2024; Saqr & Tennant, 2016). Through this study, the department seeks to contribute to Kuwait's educational advancement by creating a program that not only meets current labor market needs but also aligns with global best practices in special education and inclusive teaching. | ||||
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