Using Evidence-based Constructivism Instructional Strategies with Effect Size above 0.40 in Kuwait`s Inclusion Classrooms | ||||
| Egyptian Journal of Educational Sciences | ||||
| Article 5, Volume 1, Issue 2, December 2021, Page 135-152 PDF (838.34 K) | ||||
| Document Type: Scientific articles | ||||
| DOI: 10.21608/ejes.2021.238067 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Zaid N. Al-Shammari | ||||
| Abstract | ||||
| In this study, evidence-based constructivism instructional strategies with an effect size above 0.40 were used when educating students with special needs in Kuwait`s inclusion classrooms. Data collection involved a survey that included demographic variables (i.e., nationality, age, education qualification, teaching experience, major, educational district, school gender-type) and research variables (i.e., peer tutoring strategy, cooperative learning strategy) to measure inservice inclusion classroom teachers` points of view. Results revealed majority use of both strategies and significant differences among those aged 24-26 years old engaged in JIGSAW cooperative learning strategy only. Recommendations include offering continuing professional development for special education teachers in Kuwait's public inclusive elementary schools, further research on evidence-based constructivism instructional strategies to investigate how they may improve the learning and achievement of students with special needs in inclusive elementary schools, and training of pre-service teachers in teacher education programs in Kuwait. | ||||
| Keywords | ||||
| Evidence-based instructional strategies; Inclusive Education; Inclusion Teachers; Kuwait | ||||
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