Abstract:
The study aims to identify the appropriateness of the science curriculum
for primary school students with mental disabilities in intellectual schools
in Kuwait from the perspective of teachers according to their educational
standards, in order to identify the weaknesses and strengths points. The
research sample consists of (29) male and female science teachers at schools
of students with mental disabilities from the first grade to the fifth grade in
the primary level in Kuwait. The study adopted the descriptive analytical
approach, througjh administering a questionnaire that includes the criteria that
must be met in the science curriculum for students with mental disabilities
in the intellectual schools after verifying their validity and reliability. The
questionnaire consisted of the main curriculum elements: First: (Objectives,
teaching methods, curriculum content, activities, evaluation). Second: The
content analysis form for the science curriculum books from the first grade to
the fifth grade to identify how appropriate they are for students with mental
disabilities. The study results showed the following:
• Teachers evaluate the relevance of the content and units of science
curriculum in the intellectual schools at a high grade value of 3.16.
• Teachers evaluate the relevance of the content and units of the science
curriculum in the rehabilitation schools with an average value of 3.59.
• Teachers of rehabilitation schools evaluated the standards of the curriculum
of intellectual education at a higher level and are statistically significant
than the evaluation of teachers of the intellectual schools.