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undergraduate thesis: Voices from the staffroom : teacher beliefs and practices towards inclusion

TitleVoices from the staffroom : teacher beliefs and practices towards inclusion
Authors
Issue Date16-Sep-2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Qudrat, N. B.. (2014). Voices from the staffroom : teacher beliefs and practices towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractSince the enforcement of United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Salamanca Statement, which advocates the importance of equal access, participation and education for all learners irrespective of their gender, race or disabilities, many international education sectors have adopted inclusive schooling. However, researches have found that the teachers face a lot of difficulties during the implementation of inclusive schooling. Therefore, this comparative study explored teachers’ beliefs and practices of including students with Special Educational Needs (SEN) in the mainstream classroom. More importantly, the study investigated whether teachers’ beliefs were aligned to their practices. A comparative, ethnographic, case study including three primary schools in Hong Kong and one primary school in Victoria, Australia were adopted in order to investigate teachers’ beliefs and practices. Classroom observations, interviews and questionnaires were conducted in order to collect data. The results of the study showed that numerous factors that exist in the school such as availability of support, teaching resources, types of disabilities and quality of professional development workshops influenced teachers’ beliefs on inclusion. This, in return, affected the success of inclusive practices in the classroom. The findings of the study suggest that more support and quality training courses should be provided to teachers to help them cater for diversity in the classroom.
DegreeBachelor of Education in Language Education
SubjectSpecial education - China - Hong Kong
Special education - Australia - Victoria
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/202333

 

DC FieldValueLanguage
dc.contributor.authorQudrat, Nasirah Bibien_US
dc.date.accessioned2014-09-16T07:10:49Z-
dc.date.available2014-09-16T07:10:49Z-
dc.date.issued2014-09-16-
dc.identifier.citationQudrat, N. B.. (2014). Voices from the staffroom : teacher beliefs and practices towards inclusion. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/202333-
dc.description.abstractSince the enforcement of United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Salamanca Statement, which advocates the importance of equal access, participation and education for all learners irrespective of their gender, race or disabilities, many international education sectors have adopted inclusive schooling. However, researches have found that the teachers face a lot of difficulties during the implementation of inclusive schooling. Therefore, this comparative study explored teachers’ beliefs and practices of including students with Special Educational Needs (SEN) in the mainstream classroom. More importantly, the study investigated whether teachers’ beliefs were aligned to their practices. A comparative, ethnographic, case study including three primary schools in Hong Kong and one primary school in Victoria, Australia were adopted in order to investigate teachers’ beliefs and practices. Classroom observations, interviews and questionnaires were conducted in order to collect data. The results of the study showed that numerous factors that exist in the school such as availability of support, teaching resources, types of disabilities and quality of professional development workshops influenced teachers’ beliefs on inclusion. This, in return, affected the success of inclusive practices in the classroom. The findings of the study suggest that more support and quality training courses should be provided to teachers to help them cater for diversity in the classroom.en_US
dc.languageengen_US
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)en_US
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subject.lcshSpecial education - China - Hong Kongen_US
dc.subject.lcshSpecial education - Australia - Victoriaen_US
dc.titleVoices from the staffroom : teacher beliefs and practices towards inclusionen_US
dc.typeUG_Thesisen_US
dc.identifier.hkulb5294441en_US
dc.description.thesisnameBachelor of Education in Language Educationen_US
dc.description.thesislevelBacheloren_US
dc.description.thesisdisciplineEducationen_US
dc.description.naturepublished_or_final_versionen_US

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