The Level of Special and General Education Teachers’ Knowledge and Practice of Mnemonic Strategies and Its Impact on Educating Kuwaiti Students with Special Needs

This study seeks to assess the level of special and general education teachers’ knowledge and practice of mnemonic strategies, and its impact on educating students with special needs in public education schools in Kuwait; and whether it differs according to the demographic variables. A sample of 161 female teachers from the public elementary education schools selected. A questionnaire of 18 items distributed into three categories (Special and general education teachers’ knowledge of mnemonic strategies, practice of mnemonic strategies, and its impact in improving the education of students with special education needs) was developed. Results showed the level of special and general education teachers’ knowledge and practice of the mnemonic strategies on educating students with special needs was high, and there were statistically significant differences to the practice and its impact of mnemonic strategies in favor of general education teachers with academic qualification specialized in curricula and teaching methods. Some recommendations were provided to directing the Kuwait ministry of education to prepare professional development programs for teachers with a special education qualification to gain and enhance the knowledge and skills necessary of mnemonic strategies to successfully practice during the education process of students with special needs in general education schools in Kuwait. Keywords: Mnemonic, special education, general education, students with special needs, Kuwait.