A COMPARATIVE STUDY OF INCLUSIVE EDUCATION IN KUWAIT AND ENGLAND By MANAL ALDAIHANI A Thesis Submitted to The University of Birmingham for the Degree of DOCTOR OF PHILOSOPHY WITH INTEGRATED STUDY School of Education The University of Birmingham June 2010 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This study is a comparative analysis of inclusive education for students with moderate learning difficulties (MLD) in Kuwait and England. A central tenet is that despite policies espousing the value of inclusion, implementation has been met with negativity in schools and communities in the Middle East, including Kuwait. The study aims to explore the factors necessary to successfully include such children in mainstream primary schools, with special reference to science classrooms. The present study is located in the fields of comparative education and special education. In order to explore understandings of inclusion in two different contexts, the study applies a comparative ecological framework. The study investigates current practice in Kuwait and England at different levels to reflect the perceptions of the various people involved, namely teachers, students, and parents, by applying an ‘ecological model’. It applies a variety of methods to explore school and classroom practice, trying to identify the influence of key factors at different levels in developing inclusiveness and the barriers hindering this. Inclusive education is considered to be part of a ‘global agenda’ to improve education for all, and is underpinned by United Nation’s policy guidelines. However, comparative research has also shown that this global agenda takes on a ‘local flavour’ in specific countries. In this study, 'comparing' is not the end itself but a dynamic way to understand inclusive education, its origins and application to the Kuwaiti context. This contextualisation is essential in linking the policy level to the factors from the school level within an ecological framework. The results suggest internal and external barriers at different levels to the development of inclusive education for children with MLD, particularly in Kuwait. The main implication of i the study is that once these barriers are identified, holistic frameworks can be implemented using knowledge of the local context with international support, to successfully adopt more inclusive practice. ii DECLARATION This thesis is as a result of my investigation and research and it has never previously been accepted in substance for any degree. iii DEDICATION This thesis is especially dedicated to my loving parents and uncle who inspired me from my early years with the dream that one day I would receive a PhD degree. Finally, this dream turns into reality with your support and encouragement. iv ACKNOWLEDGEMENTS Firstly, I thank Allah for grace and mercy upon me, providing me with energy and support to undertake this journey. I am profoundly thankful to the schools, teachers, children and parents in Kuwait and England who participated in this research in spite of heavy workloads. Without their voluntary contribution this study would not have been accomplished. I would also like to acknowledge my supervisors, Dr. Michele Schweisfurth and Christopher Robertson for their scholarly comments, support and encouragement; in particular Christopher’s efforts in organising the field work in England in spite of all the challenges. Thank you for your guidance and trust in completing this study. I wish to put on record the help and support from Professor Steve Rayner at the early stages of this research. Also, I am grateful to the School of Education at the University of Birmingham for providing me with such an opportunity. I am extremely grateful to my extended family, my parents, brothers and sisters, for their continued support and encouragement, with a special mention for my father. He worked hard to support me but passed away in 2006 before seeing his dream turn into reality. To my uncle, Eide, and my brothers Sadoun and Naser for their inspiration and encouragement that provided invaluable support to enable me to complete this journey. Finally, my appreciation to my dear immediate family, my precious husband, Saad, and my four wonderful children, Abdulrahman, Noura, Raghd and Ahmad for their understanding, patience, support and unconditional love. I am so fortunate to have all of you in my life. v TABLE OF CONTENTS Page CHAPTER ONE: Introduction and Research Context 1 1.1 Introduction 1 1.2 Context of the Study 1 1.2.1 Focus of the research 1 1.2.2 The approach used to address the problem 2 1.2.3 Who are the pupils concerned? 3 1.2.4 Research studies on special education in Kuwait 4 1.3 Research Aims and Questions 7 1.4 Significance of the Study 8 1.4.1 Significance of the study in relation to inclusive education for students with moderate learning difficulties 8 1.4.2 Significance of the study in relation to Kuwait 8 1.5 Limitations of the Study 8 1.6 Thesis Structure 9 CHAPTER TWO: Literature Review 10 2.1 Introduction 10 2.2 Section One: Understanding Inclusion 11 2.2.1 Perspectives on learning difficulties 11 2.2.2 Understanding ‘inclusion’ 16 2.2.2.1 Towards a definition of inclusive education 16 2.2.2.2 Inclusion versus integration 21 2.2.2.3 Inclusion versus exclusion 24 2.2.3 Conclusion 25 vi 2.3 Section Two: Inclusive School Development 26 2.3.1 Implementation of inclusion frameworks for developing inclusive practice 26 2.3.1.1 Ainscow’s framework ‘levers for change’ (2005) 27 2.3.1.2 Knoster’s framework (2000) 30 2.3.2 Factors and practices that influence developing inclusive schools 33 2.3.2.1 Educational inclusion policy 34 2.3.2.2 Parental involvement and collaborative teamwork 35 2.3.2.3 Developing an inclusive curriculum and teaching approaches 37 2.3.2.4 Staff development 43 2.3.3 Barriers to inclusion 44 2.3.3.1 School culture 45 2.3.3.2 Teachers’ attitudes 46 2.3.4 Effective education and assessing the learning progress of students with learning difficulties in the mainstream classroom 48 2.3.5 Conclusion 52 2.4 Section Three: Mapping the Field of Comparative Education 53 2.4.1 Understanding comparative education 53 2.4.1.1 Definition 53 2.4.1.2 Purposes of comparative education 54 2.4.2 Location of special/inclusive research within the comparative education field 55 2.4.3 Conclusion 66 vii CHAPTER THREE: Methodology 67 3.1 Introduction 67 3.2 Educational Research 67 3.2.1 Research paradigms and their implications for research into special/inclusive education 67 3.2.1.1 The scientific research paradigm 67 3.2.1.2 The interpretive paradigm 69 3.2.1.3 The critical paradigm 70 3.2.2 The paradigm followed in the study 71 3.3 Theoretical Framework for Understanding and Researching Inclusion 73 3.4 Ethical Considerations 79 3.5 Research Design 80 3.5.1 Methodology 80 3.5.2 The case study approach 82 3.5.2.1 Sampling 83 3.5.3 Framework for the study 87 3.5.4 The duration of the data collection 88 3.6 Triangulation 90 3.6.1 Interviews 90 3.6.2 Observation 95 3.6.3 Documentation 96 3.7 Data Analysis 97 3.7.1 Interview analysis 97 3.7.2 Documentation analysis 99 3.7.3 Observation analysis 99 3.7.4 Developing themes 100 3.8 Limitations of the Case Study Approach 102 3.8.1 Generalisability 102 3.8.2 Subjectivity 103 3.8.3 Time and information overload 103 viii 3.9 Quality of Case Studies 104 3.9.1 Reliability 104 3.9.2 Validity 105 3.9.2.1 Construct validity 105 3.9.2.2 Internal validity 105 3.9.2.3 External validity 106 3.10 Fieldwork Reflections 108 3.11 Conclusion 110 CHAPTER FOUR: The National Contexts: Inclusive Education Policy 111 4.1 Introduction 111 4.2 The English Report 112 4.2.1 Introduction 112 4.2.2 General background 112 4.2.2.1 Social and economic background 112 4.2.2.2 Politics and governance 113 4.2.3 Approaching SEN/inclusive education 113 4.2.3.1 Historical account of policy development – from integration to inclusion 113 4.2.3.2 The new era (2000 onwards) 118 4.2.3.3 Flexible continuum of provision 120 4.2.4 Educational policy and provision for children with moderate learning difficulties 123 4.2.4.1 Terminology 123 4.2.4.2 The current definition 126 4.2.4.3 The current provision 127 4.2.4.4 Critique of the current policy and practice in England 128 4.2.5 Summary 130 ix 4.3 The Kuwaiti Report 131 4.3.1 Introduction 131 4.3.2 Background 131 4.3.2.1 Educational development in Kuwait 131 4.3.2.2 Special needs education 132 4.3.2.3 Legislation related to the individual with disabilities 136 4.3.2.4 Educational provision for children with learning difficulties 139 4.3.2.5 Approaching inclusion 140 4.3.2.6 Inclusive education for children with MLD 144 4.3.3 Factors shaping the local culture and current practice of special/ inclusive education in Kuwait 145 4.3.3.1 Islamic perspective 146 4.3.3.2 Tribal nature (collectivism) 152 4.3.3.3 Colonised period and oil discovery 155 4.3.4 Summary 157 4.4 Chapter Summary 158 CHAPTER FIVE: The Scene from the Perspective of Schools 163 5.1 Introduction 163 5.2 Kuwaiti Schools 163 5.2.1