Document Type: Conference Papers
Year published: 2006
Conference: Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization (2006: The Hong Kong Institute of Education)
Regarding in-service teachers' response towards the inclusive education (IE) policy, Tsui and associates conducted a survey in 232 primary schools in Hong Kong. Among them 152 joined the IE programme while 80 did not. Teachers' acceptance of and their perceptions on the effectiveness of the policy will be discussed and compared. Also, teachers were asked to choose and rate 5 major difficulties encountered in implementing the IE by whole-school approach from a checklist. Initial analysis indicates that multiple categories of students with special needs in the same class, lack of relevant professional (special education or IE) training and high student-teacher ratio were three major difficulties that most frequently chosen by the teachers.
