The study explored the knowledge of Kuwaiti prospective teachers in linguistic constructs related to English literacy coaching in developmentally, linguistically and culturally inclusive classrooms. A total of 150 prospective teachers were assessed using an online questionnaire based on a widely used survey instrument. A deficit of explicit knowledge was observed in the phonological, morphological and orthographic awareness constructs, with a marginally improved performance in the knowledge of teaching instruction. These results, in conjunction with the lack of correlation between performance levels and completed credit hours, suggest that no significant gains in knowledge are made throughout the core curriculum modules of English teaching preparation. The findings reveal the necessity of greater attention towards language content and materials presented to prospective teachers, enabling better decisions on the optimal literacy instruction practices for children with differing abilities in inclusive classrooms in Kuwait.

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

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