English Language Teachers’ Pre- and In-service Knowledge of Inclusion from the Inclusive Education Perspective and Their Readiness to Implement it in the Middle General Education Schools in the State of Kuwait
This study aimed to reveal the English language teachers’ pre- and in-service knowledge of inclusion from the inclusive education perspective and their readiness to implement it in the middle general education schools in Kuwait. The descriptive analytical method was used in this study, including a questionnaire development, and distributed to a sample of participants at the jahra educational district area. Results revealed that the level of teachers’ pre- and in-service knowledge of inclusion from the inclusive education perspective and their readiness to implement it was at an average level, and that there was an effect of the variables of gender, age and teaching experience on the level of teachers’ pre- and in-service knowledge of inclusion from the inclusive education perspective, and that there was no effect of the variables of nationality and academic qualification on each of the dimensions and the total score of the level of teachers’ pre- and in-service knowledge of inclusion from the inclusive education perspective, and that there was an effect of the variable of gender on the level of teachers’ pre- and in-service knowledge of inclusion from the inclusive education perspective in intermediate general education schools. Recommendations were to prepare and provide professional development programs to enhance teachers' knowledge of the importance of inclusion from the inclusive education perspective, enhancing the knowledge and skills that ensure a successful implementation in Kuwaiti intermediate schools, and conducting more educational research to measure the success and impact of implemeting inclusion from the inclusive education perspective in Kuwait.
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Alshammari, Z., & Alshammari, N. M. (2024). English Language Teachers’ Pre- and In-service Knowledge of Inclusion from the Inclusive Education Perspective and Their Readiness to Implement it in the Middle General Education Schools in the State of Kuwait. Faculty of Education Journal Alexandria University, 34(4), 285-309. doi: 10.21608/jealex.2025.344928.1069
MLA
Zaid Alshammari; Nourah Mekhlef Alshammari. "English Language Teachers’ Pre- and In-service Knowledge of Inclusion from the Inclusive Education Perspective and Their Readiness to Implement it in the Middle General Education Schools in the State of Kuwait", Faculty of Education Journal Alexandria University, 34, 4, 2024, 285-309. doi: 10.21608/jealex.2025.344928.1069
HARVARD
Alshammari, Z., Alshammari, N. M. (2024). 'English Language Teachers’ Pre- and In-service Knowledge of Inclusion from the Inclusive Education Perspective and Their Readiness to Implement it in the Middle General Education Schools in the State of Kuwait', Faculty of Education Journal Alexandria University, 34(4), pp. 285-309. doi: 10.21608/jealex.2025.344928.1069
VANCOUVER
Alshammari, Z., Alshammari, N. M. English Language Teachers’ Pre- and In-service Knowledge of Inclusion from the Inclusive Education Perspective and Their Readiness to Implement it in the Middle General Education Schools in the State of Kuwait. Faculty of Education Journal Alexandria University, 2024; 34(4): 285-309. doi: 10.21608/jealex.2025.344928.1069
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