The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (X2/df = 2.84; RMSEA = 0.054; GFI = 0.92; CFI = 0.92; and TLI = 0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2012.757811]

The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/jse.2013.4]

To describe inclusive practices in Hong Kong schools, the author presents the current state of educating children and youth with disabilities in Hong Kong schools. The article also highlights specific strategies in the inclusive educational settings that promote holistic learning and development for children in the region. Implications for other countries are also discussed.
[Copyright of Preventing School Failure is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1045988X.2013.780232]

In this paper the authors employ a case study approach to investigate the transition process for a student with special educational needs from a Hong Kong subsidised primary school into a secondary school. An analysis of transcripts from individual and focus group interviews with the student, his parents, his 4 primary teachers and his 10 secondary teachers, as well as government documents and notes of school observations, indicated that a lack of formal procedures for supporting a student's transition can result in a range of significant difficulties. The discussion focuses on the urgent need to develop strategic guidelines at a systemic level within Hong Kong, with a much greater focus on a collaborative school approach rather than the current overreliance on the parents to lead this process.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/jse.2013.8]

This paper reports the results of an international study examining preservice teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of preservice teachers' preparedness to teach in inclusive classrooms. Data were collected from 380 preservice teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy for inclusion include the type of teacher preparation program offered by the institution; variations in the level of knowledge about inclusion law and policy; previous interactions with people with disabilities; confidence levels in teaching people with disabilities; and, prior teaching experience and training in working with students with disabilities. Implications for ongoing development of international teacher preparation programs are discussed within the context of improving self-efficacy.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://dx.doi.org/10.14221/ajte.2013v38n1.10]