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Article: A heart to learn and care? Teachers' responses toward special needs children in mainstream schools in Hong Kong

TitleA heart to learn and care? Teachers' responses toward special needs children in mainstream schools in Hong Kong
Authors
Issue Date2003
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09687599.asp
Citation
Disability And Society, 2003, v. 18 n. 4, p. 489-508 How to Cite?
AbstractThis article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.
Persistent Identifierhttp://hdl.handle.net/10722/172077
ISSN
2015 Impact Factor: 1.03
2015 SCImago Journal Rankings: 0.489
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPearson, Ven_HK
dc.contributor.authorLo, Een_HK
dc.contributor.authorChui, Een_HK
dc.contributor.authorWong, Den_HK
dc.date.accessioned2012-10-30T06:20:00Z-
dc.date.available2012-10-30T06:20:00Z-
dc.date.issued2003en_HK
dc.identifier.citationDisability And Society, 2003, v. 18 n. 4, p. 489-508en_HK
dc.identifier.issn0968-7599en_HK
dc.identifier.urihttp://hdl.handle.net/10722/172077-
dc.description.abstractThis article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09687599.aspen_HK
dc.relation.ispartofDisability and Societyen_HK
dc.titleA heart to learn and care? Teachers' responses toward special needs children in mainstream schools in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.emailChui, E: ernest@hku.hken_HK
dc.identifier.emailWong, D: donnawkp@hkucc.hku.hken_HK
dc.identifier.authorityChui, E=rp00587en_HK
dc.identifier.authorityWong, D=rp00592en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/0968759032000081020en_HK
dc.identifier.scopuseid_2-s2.0-0038711787en_HK
dc.identifier.hkuros83833-
dc.identifier.hkuros93587-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0038711787&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume18en_HK
dc.identifier.issue4en_HK
dc.identifier.spage489en_HK
dc.identifier.epage508en_HK
dc.identifier.isiWOS:000184071900007-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridPearson, V=7005541425en_HK
dc.identifier.scopusauthoridLo, E=36879403400en_HK
dc.identifier.scopusauthoridChui, E=7004905061en_HK
dc.identifier.scopusauthoridWong, D=15747986500en_HK

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