Divergent Approaches to IEPs: A Comparative Study of Gifted and Special Education Teachers in Segregated Programs in Kuwait

Document Type : Original Article

Authors

Associate professor at Special Education Department, College of Basic Education, The Public Authority for Applied Education and Training, Kuwait

Abstract

     This study aims to explore the knowledge, Perception, and practices of teachers in specialized schools for gifted students compared to those of special education teachers regarding the implementation of Individualized Education Programs (IEPs) in separate and distinct educational environments. The study included a sample of 143 teachers from various specialized educational institutions in Kuwait (nine government specialized schools). Participants completed an electronic survey that was structured around three main scales, each with multiple dimensions. The survey also included an open-ended question at the end regarding the challenges related to the effective and technical implementation of IEPs. Through the use of quantitative and qualitative analysis, the results revealed that both groups of teachers possess a high level of Perception regarding IEPs. However, there were clear gaps in detailed knowledge, particularly among teachers of gifted students. The study also identified significant challenges hindering the implementation of IEPs, such as a lack of in-service training, insufficient support provided by educational institutions to teachers, and a lack of available resources. These challenges are exacerbated by differences in the application of IEPs across various educational environments, with special education teachers demonstrating more consistent practices compared to their counterparts in gifted education. Following a discussion of the findings, the study put forth a set of recommendations aimed at enhancing professional development, improving systemic support, and reviewing policies to ensure that teachers are better equipped to effectively implement IEPs.

Keywords

References

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