This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers' Perceived Support Needs scale to measure in-service teachers' perceived support needs. Factors that predict teachers' perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two factors: 'support in using inclusive teaching strategies' and 'support in expert guidance'. The results show that the Hong Kong in-service teachers felt under-supported in implementing inclusive education. The experience teaching students with disabilities, level of confidence, level of training, gender and school type emerged as significant predictors of their perceived support needs in inclusive education. Copyright © 2022 Routledge.

Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants. Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were found to hold more positive attitudes toward integration. The variable of "having a family member or close friend with a disability" had a significant and positive effect on the principals’ attitudes toward integration. Copyright © 2008 by Education Research Institute.

This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education.
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