Special Education Teachers’ Understanding of Adaptation and Accommodation Processes to Implement in the Education for Students with Special Needs in Elementary Inclusion Schools in Kuwait

The study aimed to reveal the level to which teachers of special education classes understand and implement adaptation and accommodation processes in the education of students with special needs in mainstream schools in Kuwait. A questionnaire for measuring teachers’ understanding and implementation of adaptation and accommodation processed used. A sample of 255 teachers of special education classes representing the entire population of the study selected. Results showed that the level of teachers’ understanding of adaptation and adaptation processes was low, the level of teachers’ implementation of adaptation and adaptation processes was high, and there were no statistically significant differences found attributing to demographic variables (nationality, age, years of experience), while statistically significant differences were found on the two variables (academic qualification specialization and educational district). In light of the results, recommendations were provided, including directing those in charge of the Kuwait Ministry of Education to provide intensive professional development programs for special education classroom teachers, and teacher education programs to focus on preparing pre-service teachers, in order to enhance understanding and implementation of adaptation and accommodation processes in a manner commensurate with the abilities and needs of students  with special needs in mainstream schools at various educational levels and stages.