This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were primarily reviewed within multicultural and multilingual education conceptual frameworks in English speaking countries between English speaking teachers and non-English speaking students. Little is known about potentially more complicated situations such as those in which teachers and students have a shared ethnicity and dialects with different levels of proficiency. This article thus attempts to illustrate and map the complexity based on the insight from a narrative inquiry situated in an inclusive school setting of Hong Kong. Multiple sources of data were included for a thorough understanding of and analyses on the place, temporality, and sociality within the narrative inquiry framework. Data were drawn from interviews, classroom observations, teacher diaries, school data, and student input. Analyses indicated that shared ethnicity and languages could complicate rather than simplify the teaching and learning contexts. The lived experiences of the special educator demonstrated and contextualised the complex issues of educating CLD children with ADHD of shared ethnicity in multilingual environments. Findings of this inquiry added an important dimension to immigrant and multicultural special education studies and concluded that current inquiry paradigm should be expanded to include shared ethnicity and different proficiency in shared dialects/languages.

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior.
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This paper reports a small-scale study conducted with 34 primary-school teachers in Hong Kong to determine how they meet the personal and academic learning needs of students officially identified with specific learning disability (SpLD) in their classes. Information was collected from the teachers via a structured questionnaire listing possible strategies for classroom use, and via an open-ended request for additional information from the teachers concerning their current practices. Results indicated that the teachers make relatively few adaptations to meet the SpLD students' needs, and rely mainly on other students in the class to provide peer assistance They sometimes also allow extra time for the students to complete work, and provide some individual help when possible during the lesson. Teachers rarely (if ever) adapt curriculum content, modify instructional resources, or design special learning activities for the students with SpLD. The paper also discusses briefly the contemporary theoretical perspectives on inclusion for SpLD students, differentiated teaching as a possible solution, and the difficulties encountered in implementing such a model.
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This paper describes the development of an improved scale for measuring sentiments, attitudes and concerns about inclusive education in pre-service teachers based on an examination of data gathered from 996 pre-service teachers from five tertiary institutions using a modified version of the Interactions with People with Disabilities scale (Forlin, Jobling & Carroll, 2001; Gething, 1991, 1994), the Concerns about Inclusive Education Scale (Sharma & Desai, 2002), and the Attitudes Toward Inclusive Education Scale (Wilczenski, 1992, 1995). Based on the results of principal component analyses, conceptual judgments made by the research team, and a critique of content and format from an "expert group", a new scale, the Sentiments, Attitudes and Concerns about Inclusive Education scale (SACIE), is developed. The rationale behind the development of the scale is discussed.
[Copyright of International Journal of Special Education is the property of Hindawi Publishing Corporation.
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In the field of specific learning difficulties research, interest has recently turned to affective and motivational issues as possible causal or exacerbating factors. In particular, studies have suggested that students with specific learning difficulties (SpLD) have diminished perceptions of their own capabilities as a result of persistent and frequent failure. Weakened beliefs in self-efficacy predispose the students to further poor outcomes through reduced confidence and effort. This study explores the perceptions of self-efficacy in both academic and non-academic domains revealed by Chinese primary-age students with learning difficulties. Data were collected by questionnaire (the Academic and Non-academic Self-efficacy Scale: ANASS) from 34 students identified with SpLD (individually interviewed; oral administration), and 167 students without learning problems (group administration; written form). Results indicate that the SpLD students had significantly weaker beliefs in their own efficacy in the academic learning domain, compared to the students making normal progress. The differences were most marked in their learning of both English and Chinese language skills. There was no difference between the two groups in self-efficacy related to the non-academic domain. An important finding in the study is that Chinese children with SpLD appear to have more positive beliefs in their self-efficacy than is implied for their counterparts in studies in other cultures. These findings are discussed in this paper, together with brief suggestions for practical implications and possible further research.
[Copyright of International Journal of Special Education is the property of Hindawi Publishing Corporation.
Access via Directory of Open Access Journals: http://www.internationaljournalofspecialeducation.com/]