Mothers' Perspectives on the Inclusion of Young Autistic Children in Kuwait.
Kuwaiti mothers of autistic preschoolers reject general-ed inclusion because they believe only special-ed rooms can manage autism behaviors.
01Research in Context
What this study did
Mutabbakani et al. (2020) talked with Kuwaiti mothers who have autistic preschoolers.
The team asked how the moms feel about placing their kids in regular kindergarten rooms.
Mothers shared why they think general-ed classes cannot handle autism needs.
What they found
Every mom in the study wanted a separate, highly structured special-ed room.
They feared general teachers would ignore stimming, meltdowns, and food quirks.
Trust was low; moms felt only special-ed staff could give one-to-one help.
How this fits with other research
Yao et al. (2025) found Chinese parents of neurotypical preschoolers welcome inclusion.
The two studies seem opposite, but Qin asked typical parents while Raghad asked autism moms.
Aldosari (2022) shows Saudi private-school teachers also doubt inclusion, matching Kuwaiti moms.
Alrajhi et al. (2023) widen the lens: Saudi mothers list daily service gaps that fuel the same doubt.
Why it matters
If Gulf parents see general-ed as unsafe, they will fight placement teams.
You can build trust by inviting moms to watch structured supports in action.
Start with short visits, show visual schedules, and share crisis plans before the IEP meets.
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02At a glance
03Original abstract
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
Journal of autism and developmental disorders, 2020 · doi:10.1007/s10803-019-04351-z