Volume(45), Issue(3), October 2021
The International Journal for Research in Education, ISSN: 2519-6146, Vol: 45, Issue: 3, Page: 302-341
2021
- 1,239Usage
- 11Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage1,239
- Downloads841
- Abstract Views398
- Captures11
- Readers11
- 11
Article Description
This study aims to investigate the barriers towards inclusion of children identified as having SEN in mainstream classes in Kuwait as seen by 452 pre-service teachers at the College of Basic Education. The researchers used a mixed-methods design that involved both an open-ended questionnaire and focus group. Each method investigated dimensions of the barriers towards inclusion in Kuwait as well as the SEN categories that participants believed would be most or least possible to include in mainstream classes. It was found that there are five different dimensions of possible barriers to inclusion: barriers from teachers, social barriers, academic barriers, physical barriers, and psychological barriers. It also found that the SEN categories seen as most possible to include were: moderate intellectual disability, specific learning disabilities, and giftedness, respectively. On the other hand, the SEN categories seen as least possible to include were: severe needs, severe intellectual disability, and autism. The study suggested that the government should institute new courses to prepare pre-service teachers for the challenges, revealed by this research, which prospective teachers expect to face when teaching in inclusive schools. This could help teachers build up more positive attitudes towards inclusion. Therefore, colleges of education should develop their academic courses so that they take into account the findings of this study and work accordinglyKeywords: Inclusion, students with SEN, barriers, Kuwait
Bibliographic Details
United Arab Emirates University
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