Search results for: Forlin Chris
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The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
The article describes a study that evaluated pre-service teachers' perceptions regarding their preparedness for inclusion. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.
Updated: Sep. 14, 2011
The Influence of an Inclusive Education Course on Attitude Change of Pre-service Secondary Teachers in Hong Kong
Hong Kong has slowly shifted from insulating students with disabilities in special classrooms, to providing inclusive programs in regular classrooms. As a result, teacher education institutions have begun offering study programs in order to facilitate coping with the diversity in the classes. The paper examines the adequacy of the inclusive education on the attitude change of preservice teachers in Hong Kong. The study consisted of surveys administered to 200 preservice teachers regarding their opinions about the inclusion program, before and after the special module study.
Updated: Jan. 14, 2008