Examining Special Education Teachers' Knowledge and Skills Regarding the IEP Document and Process in the State of Kuwait: An Exploratory Investigation
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Of particular concern to this study, was the lack of research regarding special education teachers' knowledge of IEPs and their perceived skills in developing and implementing IEPs in Kuwait. Thus, this study was conducted to explore special education teachers' perceptions about their skills in and knowledge about the IEP document and process. The research question was explored through the administration of a survey and an analysis of the survey responses. The data were collected in public special education schools that serve students with intellectual disabilities in Kuwait. Eighty-three special education teachers completed a survey instrument in order to identify their skills in and knowledge about the IEP, which were drawn from the CEC standards, as well as to identify areas of additional training and changes needed/desired. The analysis of the survey results employed inferential statistic methods and descriptive statistic methods. The results indicated that participants felt most confident for the development and characteristics of learners standard and least confident for the collaboration standard. The results also indicated that there were some variables that were associated with differences in special education teachers' ratings of their skills in and knowledge about IEP such as gender, major, years of teaching students with and without disabilities, years of teaching students without disabilities, and IEP trained. Finally, the results showed that the perceptions of participants who majored in special education and who had four to six years of experience teaching students without disabilities were statistically significant predictors for expressions of confidence about the IEP document and process. Based on these results several recommendations for practice and future research were suggested.