تقييم واقع التربية الخاصة كما يدركه التربويون والعاملون في مدارس التربية الخاصة في دولة الكويت : منظور تربوي تعليمي

Abstract AR

This study reveals the reality of Education in the State of Kuwait, through the evaluation of a number of aspects that are related to special education, including teachers’ perception to their work competences, school management, and special education curriculum.

In addition to the variables related to teachers’ perception to family satisfaction of disabled students.This study aims at identifying the real situation concerning the education of the State of Kuwait in order to raise the importance of the issue of the quality of special education school services that offer education and care for children with disabilities.

To achieve this goal, it has been withdrawn random sample of 186 individuals from administrators, teachers, social workers and psychologists working at schools of education of the State of Kuwait to view their reaction related to the study variables.

The researcher’s preparation and application of a measure intended to assess variables of concern in special education, namely, perception of teachers to their competences, the school administration management, special education curriculum, and the family satisfaction.

Account has been taken to verify the efficiency of psychometric of the measure , which was elevated to a certain extent a matter of confidence in the results, the scale reliability coefficient scale .81 , and validity ranged between .51 - .72.

The analysis of data collected through the scale of the study has used statistical analyzes to reach this goal.

The study results showed that male teachers evaluated positively all variables including school management, special education curriculum, and the family of disabled students towards the special education services, and differed in?so with the rest of the sample of female teachers.

The results also indicated the positive view of the teachers’ evaluation to teachers ’competences, compared to the administrators; no other results show the presence of any other differences in the rest of the subscales.

Finally, the results showed the differences among teachers based on the level of education (primary, middle, and secondary); only kindergarten teachers among others view the curriculum as the best.

Furthermore, results showed that teachers in boys 'schools view positive of special education services, teachers ‘competences, and family satisfaction, and they differed so with teachers in girls' schools and teachers in mixed schools (boys / girls).