Meeting the needs of all: Why schools in Kuwait are failing to meet ...

Journal of Alternative Perspectives in the Social Sciences (2012) Vol 3, No 4,Meeting the needs of all: Why schools inKuwait are failing to meet their moralobligation and what can be learned from theU.S. education systemAbrar S. Almoosa, Florida Atlantic UniversityDr. Valerie Storey, Lynn UniversityDr. Cassandra Keller, Lynn UniversityAbstract: Inclusive education is an aim for all nations. To achieve thatgoal, countries such as Kuwait need to focus on educational policies andstrategies designed to ensure that all students benefit from an appropriateeducational environment. Factors needed to create inclusive schools areleadership, vision, commitment, professional development and effectiveinstructional practices centered on individualized and differentiatedcurricula. First, the authors of the paper describe the United States (U.S.)experience with inclusion and how Kuwait can reshape, import, and adoptthe U.S. special education model. Second, the authors presentrecommendations for implementing inclusive education. It is hoped thatthe recommendations made in this paper move Kuwait forward in aspeedy manner as they design and implement inclusive education policy.1. IntroductionThough we may never reach perfection, nations remainrelentless in the effort to achieve two parallel goals ineducation: first, excellent teaching which results in studentachievement, and second, equal opportunity for all children(Kochhar, West & Taymans, 2000). These two goals aregrounded on the concept of equal opportunity, underpinnedby inclusive education. In the United States (U.S.), inclusiveeducation is an integral part of education policy at state andfederal levels; it is viewed as an opportunity for all learnersto receive a quality education that meets basic learningneeds and enriches lives. Inclusion is the full acceptance ofall students and leads to a sense of belonging within theclassroom community (Florida State University, 2002). TheU.S. Individuals with Disabilities Education Act (IDEA, 2004)997

Abrar S. Almoosa, Dr. Valerie Storey, Lynn University, Dr. Cassandra Keller(USA)2. Education in Kuwait: Kuwait’s HistoryWhile Kuwait’s rhetoric suggests an increasingappreciation of the importance of creating an inclusiveenvironment in schools as evidenced in teacher preparationprograms, the reality is that this is not observable in theclassroom or in current education policy.Advocates of inclusion seek to change the philosophy andstructure of schools so that all students, despite differencesin language, culture, ethnicity, economic status, gender, andability, can be educated with their peers in the generaleducation classroom in neighborhood schools (Wade, 2000).Prior to 1934, there were no educational programs focusedon special needs students in Kuwait, neither were there anywritten records for the field of education in that period. In1955, the first school for students with visual impairmentsprovided basic, but not comprehensive or inclusiveeducation. In 1959, initiatives for special education weredeveloped in order to include disabilities such as intellectualdisabilities, physical disabilities, hearing and visualimpairments in the educational system. Moreover severalcenters for people with learning difficulties and autism wereestablished (Hussein, 2002).The Compulsory Education Law in 1965 emphasizedfree compulsory education for all children of Kuwait from thebeginning of primary school till the end of the intermediatestage. Education in Kuwait is delivered at four differentlevels: kindergarten for two academic years; primary for fiveacademic years; intermediate with four academic years andsecondary with three academic years (Ministry of Informationin Kuwait, 2011). The education system in Kuwait can alsobe divided into three categories: Public, Private andQualitative. The religious education, special education, andadult education are supervised under the third category,qualitative education (Figure 1).999

Meeting the needs of all: Why schools in Kuwait are failing to meet their moralobligation and what can be learned from the U.S. education systemKuwait is also committed to providing students withbooks, school buildings, teachers and other resources(Ministry of Information in Kuwait, 2011). In 1967, Kuwaitestablished special educational programs for students withspecial needs. According to Kuwait’s Association ofIndividuals with Disabilities, special needs students aredefined as a category of the community with particularneeds, especially in the educational aspects that made themneed different types of education from what is required ofother learners in traditional schools. Kuwait has alsoenacted legislation, guided by the constitution, supportingthe rights of individuals with disabilities for access toeducation, rehabilitation and employment (Almuhareb,2007).Education in Kuwaiti government schools is open to all inorder to ensure that every child avails themselves of theirconstitutional right to a free education. This right is1000

Abrar S. Almoosa, Dr. Valerie Storey, Lynn University, Dr. Cassandra Keller(USA)guaranteed by the government, along with associated costssuch as free books, transportation and meals (InternationalBureau of Education, 2010).2.2. Special Education in Kuwait TodayThe legal and legislative framework for inclusiveeducation in Kuwait is based on Universal Declaration ofHuman Rights. The Ministry of Education in Kuwait hasestablished an office to oversee the national specialeducation programs to serve students with intellectualdisabilities and Downs syndrome in special classroomsintegrated within general education schools. Individuals withdisabilities and their families are financially secured by thelegislation. The Higher Council for the Disabled (HCD) wasestablished to serve all government services designed forindividuals with disabilities including healthcare,rehabilitation, education, social welfare, and advocacy. TheHCD was authorized to fund private school tuitions for somestudents with disabilities who cannot be served ingovernment special education programs (Kuwait Associationfor People with disabilities, 2011).The special education and disability policy andpractice in Kuwait provide educational programs andservices for students with disabilities under specialeducation setting; however, the policy of inclusive educationhas not yet been implemented. In order to ensure thatspecial education remains high on the policy agenda, Kuwaitrewards one person or institution for their outstanding workand activities in a field relating to education for people withdisabilities. The UNESCO/Emir of Kuwait Prize was createdin 2002 through the generosity of the government of Kuwait.The award consists of a sum of 40,000 U.S. dollars (UnitedNations Educational, Scientific and Cultural Organization,2009).The Committee for People with Disabilities exists aspart of the Ministry of Social Affairs and Labor, The Ministryof Social Affairs and Labor also provides extensive benefitprograms covering transportation, job training, and social1001

Meeting the needs of all: Why schools in Kuwait are failing to meet their moralobligation and what can be learned from the U.S. education systemwelfare for the people with disabilities (U.S. department ofKuwait Human Rights Practices, 1994). In 2008, theNational Report on Development of Education stated thatKuwait faces major challenges when implementing the policyof integrating children with disabilities into the educationsystem in order to have inclusive education such as, politicalchallenge, cultural challenge, social challenge, technologicalchallenges, and cognitive challenge (Ministry of Education inthe State of Kuwait, 2008).The majority of students with special needs remainenrolled in government-run special education programs,centers and schools. According to the United NationsEducational, Scientific and Cultural Organization (UNESCO)report in 2007, the total number of students enrolled inspecial schools was 2049, including 1663 Kuwaiti nationals,166 Gulf State nationals, 91 from other Arab countries, 11from non- Arab states and 98 unidentified (InternationalBureau of Education, 2007).Recently, the Kuwaiti government merged studentswith learning disabilities, hearing and visual impairment intogeneral education classes. Unfortunately, general educationteachers have found this to be an immense challenge asthere has been little preparation for this radical policychange. Most general education teachers were not originallytrained as special educators (Almuhareb, 2007).In 2001, the College of Education at Kuwait Universitybegan offering a National Council for Accreditation ofTeacher Education (NCATE) accredited major in SpecialEducation to prepare teachers for public and specialeducation schools. The intent of the program was to addressthe current status of general education teachers who work inschools for special education students, were not qualified inthe field, had no specialized training and had an opportunityto gain specialist credentials. Indeed, due to the lack ofqualified personnel and the labor market's need to prepareteachers of special education for minor and moderatedisabilities (especially after approving the law of the disabled)responsibility for training was placed in the expertise of theCollege of Education (Kuwait University, 2010). Prior to theintroduction of this program a few teachers each year weresent abroad to study for degrees in the field of special1002

Abrar S. Almoosa, Dr. Valerie Storey, Lynn University, Dr. Cassandra Keller(USA)education but these trained and high-qualified teachersrepresent a low percentage of the total number of teachers inthe special education schools.In 2010, Kuwait University (KU) organized aconference called “Preparing the teacher of special educationfor minor and moderate disabilities” KU pointed out the lackof qualified personnel and the labor market's need to prepareteachers for students with mild and moderate disabilities.An additional issue is that the curricula followed ingeneral education schools and special education schools areidentical and as yet there is no policy of individualaccommodations or of curricula differentiation. State schoolbuildings are designed for able-bodied students and tend notto be accessible to students with physical disabilities. TheMinistry of Education in Kuwait has future plans toconstruct new schools with the latest technology for allstudents’ with/without disabilities and facilitatetransportation for them. In 2010, the Ministry of Educationin Kuwait launched the New Technology InfrastructureProject (NTIP) in coordination with globally renownedtechnology leader Microsoft. The project serves more than350 high schools and intermediate schools in Kuwait byintroducing the latest technological infrastructure into theeducation process via the latest e-learning and 'smart school'technology (Al-Sharaa, 2010).2.3. Arab States of the GulfThe term of Arab States of the Gulf refers to the sixArab monarchical states of Saudi Arabia, United ArabEmirates, Qatar, Kuwait, Bahrain and Oman. These sixnations are part of the Gulf Cooperation Council (GCC) thathas common objectives. Many of these States have madepositive advances in terms of vision of special needseducation. These states have shifted from openingspecialized schools for children with disabilities – althoughspecialized schools still have an important role – to1003

Meeting the needs of all: Why schools in Kuwait are failing to meet their moralobligation and what can be learned from the U.S. education systemintegrating these children into the mainstream educationsystem (International Bureau of Education, 2007).In fact, countries in the Arab Gulf Region are facingsome challenges towards designing and implementing moreinclusive educational practices addressing the diverse needsof all learners. The IBE-UNESCO report in 2007 stated thatthere is still no unified concept of inclusive education in theGulf Arab States, although there is a common tendency ofseeking to broaden the idea beyond only serving childrenwith special needs. They are seeking and looking to thesuccessful global experiences in order to articulate andimplement best practices of inclusive education. In fact,Gaad (2011) stated that there has been a significant interestin inclusive educational practices in the Gulf and the MiddleEast. Limited evidence suggests an interest in acknowledgingand legalizing the rights of persons with special needs ingeneral and educational rights started decades ago; however;the movement has been sporadic, lacking capital andinfluence.2.4. The Moral Obligation-Separate but not EqualThe educational system in Kuwait providesseparate services for each group of students in separatesettings. Special education schools in Kuwait established inthe fifties provided educational services for students withdisabilities in isolated school environments (Ministry ofEducation, 2008). Kuwait needs strong support andguidance from its leaders to ensure proper implementationand appropriate decisions. In fact, people in leadershippositions have a moral obligation to provide an environmentthat supports social justice in schools. The concept ofinclusion for students with disabilities in Kuwait issegregated to a separate but not equal education.3. Education in America: American History1004

Abrar S. Almoosa, Dr. Valerie Storey, Lynn University, Dr. Cassandra Keller(USA)During the 1950’s and 1960’s, the civil rightsmovement in the U.S. helped to raise interest in equality,resulting in grassroots efforts of parents and organizedadvocacy groups (Taylor, Smiley & Richards, 2009). TheBrown v. Board of Education case in 1954 legally endeddecades of racial segregation in America's public schools.Brown’s case was a major victory for the civil rightsmovement and became the major underpinning for furthercivil rights action (Yell, 2006). Oliver Brown had filed asegregation case for his daughter who had to walk one mileto get to her black elementary school, rather than attendinga white elementary school which was a few blocks away. TheNational Association for the Advancement of Colored People(NAACP) assisted Brown with his case, and many other blackparents joined him. Although it took time, the precedents setin Brown resulted in sweeping changes in all schools’policies and approaches to students with disabilities (Yell,2006).The civil rights movement changed the basiclegislation of the American society. This legislation providedgreater constitutional protection for minorities, andeventually for persons with disabilities (Yell, 2006). As anoutcome of the Brown case, students with disabilitiesclaimed their rights to be provided with the same educationthat students without disabilities were violated. The conceptof equal opportunity of the Brown case was not justapplicable to minority students, but to students withdisabilities too. Additional federal cases came along after theBrown decision carrying the same concept of equalopportunity to children with disabilities (Yell, 2006).They are many critical changes and acts in Americanhistory that positively affected children with disabilities. TheCouncil for Exceptional Children (CEC) was founded in 1922by a group of administrators and supervisors attending thesummer session at the Teachers College at ColumbiaUniversity. The council began with 12 members concernedthat exceptional children were receiving inappropriateeducation and they worked to improve the quality of theseindividuals’ lives (Yell, 2006).1005

Meeting the needs of all: Why schools in Kuwait are failing to meet their moralobligation and what can be learned from the U.S. education systemThe Education for All Handicapped Children Act (EHA)(PL 94-142) was passed in 1975 (later renamed theIndividuals with Disabilities Education Act), the act providedguidelines, requirements, and funding for education ofexceptional students. The purpose of the EHA was toconsolidate and expand the previous federal grant programsand to continue funding (Yell, 2006). Prior to 1975 theaccess of students with disabilities to educationalopportunities was limited. The contained administrative andfunding provisions provided that states develop policiesassuring all qualified students with disabilities receiveappropriate special education (Yell, 2006).Former President Bush signed No Child Left Behind(NCLB) into law on 2002. It was a reaction of students’ lowachievement in the American public schools. The districtsand the schools are accountable for bringing all students’academic level up to the state’s standards in reading andmath within a certain period of time including students withdisabilities (Yell, 2006).4. Next Steps for KuwaitWhile the model of inclusion has not yet been fullyimplemented in Kuwait there are signs that the governmentis on the inclusion path. However, there are barriers, whichinclude lack of resources and data for inclusive education,lack of trained teachers and staff, lack of cleareducational/curricular guidelines addressing diversity, andinsufficient family involvement (UNESCO, 2007). TheNational Report on Development of Education (2008) listedthe major obstacles facing inclusive education. Professionalpreparation and training programs for all teachers,educational policies that exclude children with special needseducation, and curriculum represent fundamental pillars ofinclusive education.Kuwait, in the course of its rapid development, haslooked to the West for development strategies, research, andinnovations to guide the planning of its disability andrehabilitation policy and practice (Almuhareb, 2007).5. Recommendations Based on the US Model1006

Abrar S. Almoosa, Dr. Valerie Storey, Lynn University, Dr. Cassandra Keller(USA)It is not easy to design, develop, and implement a newprogram or process, especially in a professional field such aseducation. In any given change effort, implementers will beoperating in very different ways with new practices accordingto the circumstances and the culture. Kuwait needs tounderstand the phenomenon of the change process. Thepositive side of that change is that they have a specific targetand they also have the option to explore the U.S. innovationsand adopt the U.S. model. It is also important to plan,facilitate, research, and assess the change processesbecause the greatest gain comes from combination.Based on the U.S. model of special education,educational leaders in Kuwait should apply the necessarystrategies to help successfully implement inclusiveeducation, focus on the awareness for people in power, andbuild their positive thoughts about the need for new policiesthat can assist districts, schools and teachers to supportand provide services for these children with special needs.People in Kuwait need to realize that inclusion is bothpossible and necessary and influence teachers' attitudestoward teaching students with disabilities by providingadditional training to develop teaching methods andtechniques.In fact, in order to have inclusive education and toimprove the future, Kuwait needs to develop a vision. It isimportant to create a shared vision in order to implementany change. Kuwait needs to understand that inclusiondoes not happen overnight. The process must continuouslybe assessed including checking actions and gathering data.This is an important part for implementing inclusiveeducation. Moreover, the U.S. has many specializedassociations and universities that can be a great resource inproviding formal and informal assistance.The development of special education in Kuwait hasseveral potential outcomes and impacts. However, all ofthese practices are still not enough to meet the needs ofstudents with disabilities to integrate in society. Afterreviewing the history and the current education in Kuwait, itis clear that educators need to understand and explore the1007

Meeting the needs of all: Why schools in Kuwait are failing to meet their moralobligation and what can be learned from the U.S. education systemconcept of inclusion, the process of change and work towardit as a critical goal.ReferencesAlmuhareb, K. A. (2007). Cross-cultural comparison of special educationpractices. Characterizing the current state of education ofindividuals with disabilities in Kuwait: Developing a baseline forreflection and action. (Doctoral dissertation), State University ofNew York at Buffalo, N.Y.C. UMI.Al-Sharaa, I. (2010, December 2). MoE, Microsoft launch hi-tech schoolsproject in Kuwait. Kuwait Times. Retrieved fromhttp://issuu.com/kuwaitnews/docs/kt20101202Florida State University Center for Prevention & Early InterventionPolicy. (2002). Inclusion White Paper: Funded by the FloridaDevelopmental Disabilities Council. Retrieved fromhttp://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdfGaad, E. (2011). Inclusive Education in the Middle East. New York:Routledge, Taylor & Francis Group.Hussein, A. A. (2002). The History of Education In Kuwait. KuwaitCenter for Research and Studies on Kuwait.Kochhar, C. A., West, L.L., & Taymans, J.M. (2000). Successfulinclusion: Practical strategies for a shared responsibility. UpperSaddle River, New Jersey: Prentice HallKuwait Association of People with disabilities. (2011). Retrieved fromhttp://www.q8disabled.com/Kuwait University. (2010, April 11). Preparing the teacher of specialeducation for minor and moderate disabilities. Retrieved fromhttp://www.kuniv.edu/ku/News/KU_003536Lindsey, R., Robins, K. & Terrell, R. (2009). Cultural proficiency: Amanual for school leaders. Corwin.Ministry of Education in the State of Kuwait. (2008). The national report:Development of education in Kuwait. Retrieved fromhttp://www.ibe.unesco.org/National_Reports/ICE_2008/kuwait_NR08.pdfMinistry of Information. (2011). Ministry of Education. Retrieved fromhttp://www.Kuwaitinfo.com/a_state_system/ministry_education.asp1008

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