Using Evidence-based Constructivism Instructional Strategies with Effect Size above 0.40 in Kuwait`s Inclusion Classrooms

In this study, evidence-based constructivism instructional strategies with an effect size above 0.40 were used when educating students with special needs in Kuwait`s inclusion classrooms. Data collection involved a survey that included demographic variables (i.e., nationality, age, education qualification, teaching experience, major, educational district, school gender-type) and research variables (i.e., peer tutoring strategy, cooperative learning strategy) to measure inservice inclusion classroom teachers` points of view. Results revealed majority use of both strategies and significant differences among those aged 24-26 years old engaged in JIGSAW cooperative learning strategy only. Recommendations include offering continuing professional development for special education teachers in Kuwait's public inclusive elementary schools, further research on evidence-based constructivism instructional strategies to investigate how they may improve the learning and achievement of students with special needs in inclusive elementary schools, and training of pre-service teachers in teacher education programs in Kuwait.