Early childhood teachers' confidence in identifying and supporting children with special educational needs: A large scale survey in Hong Kong
- Early childhood teachers' confidence in identifying and supporting children with special educational needs: A large scale survey in Hong Kong
- Hong Kong
- 1997.7 onwards
- Pre-Primary Education
- Although a substantial body of studies has been focusing on exploring approaches to enhance the learning of children with special educational needs (SEN) in kindergartens, considerably fewer studies have been conducted to test early childhood educators’ confidence levels in early identifying and facilitating the learning and social development of children with SEN. This study took the initiative to conduct a large scale survey in the Chinese context, seeking to develop a good understanding of teacher preparation for identifying and supporting children with SEN. Over 5000 early childhood educators from 519 kindergartens and kindergarten-cumchild care centres (KGs) in Hong Kong participated in this survey study. Specifically, we examined these teachers’ confidence levels in terms of early identification and intervention through a wide range of instructional activities. We also investigated external needs these teachers perceived to be critically important for supporting SEN children. The role of integrated programme (IP) in these surveyed KGs on teachers’ confidence levels in supporting children with SEN was also examined. Implications of findings of the current study to early childhood education, improvements of existing facilities and resources to support teachers’ professional development are discussed.
- Paper presented at the 2015 Quality Childhood Conference International (QCCI) Enhancing Quality Childhood Education: Synergizing Global Efforts, The Hong Kong Institute of Education, China.
- Conference Papers
Recent Conference PapersThe efficacy of educational apps for teaching in the humanities: Adopting the PICRAT model
Conference PapersCreating a MOOC to assist Non-Chinese Speaking (NCS) undergraduates with the learning of spoken Cantonese: Challenges and solutions
Conference PapersWestern and Asian constructs of multicultural education: The role of caring in addressing Hong Kong’s classroom diversity
Conference PapersShifting meaning of equity in higher education: The case of Hong Kong
Conference PapersFacing change in challenging times: A reflection on Hong Kong mathematics teachers' teaching experiences during the COVID-19 pandemic
Conference PapersInterdisciplinary approach to teaching Chinese as a foreign language: A case study