The Availability of Self-Determination Skills in the Curricula for Students with Intellectual Disabilities as Perceived by Their Teachers in Kuwait

The aim of this research is to investigate the availability of self-determination skills in the curricula for students with intellectual disabilities in Kuwait as perceived by their teachers. The research community consisted of teachers of students with intellectual disabilities, totaling 512 teachers in special education schools in Kuwait. The sample was selected using an accessible purposive method and included 72 teachers. The researcher developed a questionnaire as the measurement instrument, and the validity and reliability were ensured. The results showed that the overall mean score for the availability of self-determination skills in the curricula for students with intellectual disabilities in Kuwait, as perceived by their teachers, was 3.70, indicating a high degree of availability. The mean scores for the subdomains ranged from 3.65 to 3.78. The empowerment domain had the highest mean score of 3.78, indicating a high degree of availability, followed by the self-awareness domain with a mean score of 3.71, also indicating a high degree of availability. The problem-solving skills domain had a mean score of 3.68, indicating a high degree of availability. However, the self-fulfillment domain had the lowest mean score of 3.65, indicating a moderate degree of availability. The research recommended the importance of developing self-determination skills for students with intellectual disabilities.