Inclusive education is a crucial aspect of fostering an equitable and supportive learning environment for all students, including those with disabilities, in Hong Kong classrooms. In-service teachers play a pivotal role in implementing inclusive practices effectively. This study delves into an exploration of in-service teachers' attitudes towards the implementation of inclusive practices in Hong Kong classrooms. It investigates the various predictors that influence teachers' attitudes towards inclusive practices. The research encompasses a comprehensive sample of 1,110 primary and secondary in-service teachers. A structured questionnaire was utilized to measure teachers' attitudes towards inclusive practices. The findings reveal that, on the whole, in-service teachers in Hong Kong exhibit slightly positive attitudes towards inclusion. Furthermore, the study identifies several key factors as significant predictors of teachers' attitudes towards inclusive education, namely prior experience in teaching students with disabilities, confidence in teaching students with disabilities, level of training, self-efficacy in inclusive instruction, and collaboration. The study's findings shed light on the current state of in-service teachers' attitudes towards inclusive practices in Hong Kong classrooms. While the overall attitudes were slightly positive, there is room for growth and further improvement. Building on the findings, it is recommended that professional development opportunities be provided to enhance teachers' knowledge and skills in inclusive instruction. The implications of these results are discussed, along with recommendations for enhancing inclusive practices, and a consideration of the limitations of the study.

Authors:
Wing Sze Emily Chow, The Education University of Hong Kong, Hong Kong

About the Presenter(s)
Dr Emily Chow is a lecturer at the Department of Special Education and Counselling at the Education University of Hong Kong.

See this presentation on the full schedule – Thursday Schedule

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