Abstract

Understanding the challenges of inclusive education is essential for evaluating its effectiveness. By identifying these obstacles, stakeholders, policymakers, and educators can systematically address the issues. This study investigates the barriers to including children with Down syndrome in kindergartens in Kuwait, focusing on teachers’ perspectives. Using a descriptive survey method, the researcher designed a questionnaire with two sections: the first covered demographic variables, and the second consisted of 32 items addressing the study’s themes. The questionnaire was distributed to a sample of 90 kindergarten teachers in Kuwait. Data on the challenges hindering the inclusion of children with Down syndrome, as perceived by the teachers, were collected and analyzed using appropriate statistical methods.The findings revealed that administrative barriers were the most significant, with a mean score of 3.86 and a standard deviation of 0.70. The lack of clear policies supporting inclusion was identified as the primary barrier from the teachers’ perspective. Furthermore, concerns were raised about inadequate infrastructure, such as the absence of safe spaces and poor building design. Regarding family-related barriers, the results indicated that families also posed challenges to implementing inclusion for children with Down syndrome in kindergartens.The study recommended implementing awareness programs and workshops for teachers, parents, and non-disabled students to improve understanding of the needs of children with Down syndrome in inclusive kindergarten settings.

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