Special Education Teachers' Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs.

Elementary schools; Experiential learning; Mainstreaming in special education; Professions; Special education; Psychology of teachers; Work

Special education teachers' knowledge and experience of IEP development, implementation and evaluation in Kuwaiti public inclusive elementary schools was investigated. Two hundred and twenty special education teachers drawn from all 24 inclusive elementary schools in Kuwait took part in the study. Differences were found between IEP development and nationality, IEP development and education district, IEP development and special education teachers' majors (Arabic, Islamic and mathematics), as well as IEP implementation and special education teachers' majors. The results are discussed in terms of the needs of special education teachers' knowledge and experience of the IEP processes of development, implementation and evaluation and recommendations are provided. [ABSTRACT FROM AUTHOR]

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