Preservice and inservice teachers' attitudes toward teaching students with disabilities in regular physical education settings in Hong Kong and mainland China

Preservice and inservice teachers' attitudes toward teaching students with disabilities in regular physical education settings in Hong Kong and mainland China

• Chen, Shihui The Hong Kong Institution of Education
• Jin, Mei The Hong Kong Institution of Education
• Lau, Kwok On Hong Kong Institute of Education

2006

2006 AAHPERD National Convention and Exposition (2006: Salt Lake City, UT)

• P Social Context of Education
  • PA History of Hong Kong Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare
• E Special Education
  • EA Education for Students with Physical Disabilities

Professional Preparation Multiculturalism/Cultural Diversity Adapted Physical Activity

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The purpose of this study was to compare attitudes of final year students in teacher preparation program and in-service physical education teachers toward including students with disabilities into regular settings between Hong Kong (HK) and mainland China (MC), and to further examine the influences of attitudes on development of adapted physical education program. Total 152 participants (53 4th year students and 43 in-service teachers) from HK, and 56 students from MC participated in this study. A survey was conducted regarding students' attitudes toward inclusion (type disability can be included, type of experience and skills they need for inclusion), and opinions and concerns about inclusion (open questions). The results of survey indicated that both students and in-service teachers in HK and MC philosophically support inclusion, however, there were many concerns and different opinions regarding inclusion when they answered open-end questions. For question #1 "Students with disabilities should be taught in RPE classes" 65% (HK) and 62% (MC) students disagreed. For question #3, "Students with severe disabilities should be taught in separate classes (APE classes)", 77% (HK) and 85% (MC) agreed. The survey indicated that students from HK and MC thought special school and teachers with special training will provide better education for students with disabilities than general teacher. Survey results also indicated from question #13, "to be prepared to teach students with mild to severe disabilities, it is important that I receive training on activities that includes ideas on lesson planning for a variety of abilities levels", that 95.5% students from both HK and MC agreed and strong agreed on "need more academic preparation" for inclusion. There were no significant difference between 4th year students and in-service teachers on these items. Other results indicated that, in addition to government policies, attitudes and lack of special education training for current teachers and students in teacher preparation programs were two important factors that influenced the education of students with disabilities in the regular setting. The study argues that the learning environment (includes peers and parents' attitude; teachers' knowledge; support services) must be well prepared before including students with disabilities into the regular school setting. Without well prepared support services such as TA or other accommodations, students with disabilities will not benefit from these educational environments. The results of survey implicated that special school in both Hong Kong and mainland China will still play a very important role in catering the education of students with disabilities

Paper presented at the 2006 AAHPERD National Convention and Exposition, Salt Lake City, UT

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/f3b16861

2015-02-25