Regular schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. Based upon the author’s nine-year personal experience of conducting courses on school guidance in the context of inclusive education at a key training institution in Hong Kong and research findings of a case study into teacher’s constructs of the inclusivity of school guidance (Hue ,2010) , three dimensions of teacher professional training for the inclusivity of school guidance are identified: developing inclusive counselling practices; developing inclusive strategies of behaviour management ; and dealing with the impacts of wider systems. This chapter gives insights into the professional needs of guidance teach-ers from regular schools and the promotion of the inclusivity of school guidance through teacher education.

This study aims to explore the relationships between the extent and perceived quality of teachers' experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n=183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers' awareness, conception and confidence regarding BM. A negative correlation was found between teachers' levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students' problematic behaviour on their teaching. A positive correlation was found between teachers' levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students' problematic behaviour.

A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency, Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature ('talking out of turn' behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
[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/10.1080/10300110701189014]