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Article: Integrating students with special needs in Hong Kong secondary schools: Teachers' attitudes and their possible relationship to guidance training

TitleIntegrating students with special needs in Hong Kong secondary schools: Teachers' attitudes and their possible relationship to guidance training
Authors
Issue Date2001
PublisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialeducation.com/
Citation
International Journal Of Special Education, 2001, v. 6 n. 2, p. 69-84 How to Cite?
AbstractAt the present time, Hong Kong schools are moving gradually toward integration and inclusive education. Previous studies suggest that when students with special needs are integrated successfully in regular classrooms the success is largely dependent upon positive attitudes of the teachers. This study assessed the attitudes towards integration exhibited by teachers in a sample of typical Hong Kong secondary schools. The participants comprised of 345 teachers from 39 secondary schools. Results suggested that the teachers did not hold particularly favourable or supportive attitudes towards the policy of integration. While the majority supported the underlying principle that it is every child's right to learn in a regular classroom, most were uncertain about the actual practicalities of such placement. In particular, negative attitudes were expressed concerning the feasibility of integrating students with behavioural problems, and those with severe visual or hearing difficulties or with mental handicaps. More positive attitudes were expressed towards integrating students with physical disabilities and those with mild health or speech problems. When teachers with guidance training were compared with those without it, the results showed that teachers with guidance training generally held more positive attitudes towards integration.
Persistent Identifierhttp://hdl.handle.net/10722/72230
ISSN
2015 SCImago Journal Rankings: 0.238
References

 

DC FieldValueLanguage
dc.contributor.authorYuen, Men_HK
dc.contributor.authorWestwood, Pen_HK
dc.date.accessioned2010-09-06T06:39:38Z-
dc.date.available2010-09-06T06:39:38Z-
dc.date.issued2001en_HK
dc.identifier.citationInternational Journal Of Special Education, 2001, v. 6 n. 2, p. 69-84en_HK
dc.identifier.issn0827-3383en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72230-
dc.description.abstractAt the present time, Hong Kong schools are moving gradually toward integration and inclusive education. Previous studies suggest that when students with special needs are integrated successfully in regular classrooms the success is largely dependent upon positive attitudes of the teachers. This study assessed the attitudes towards integration exhibited by teachers in a sample of typical Hong Kong secondary schools. The participants comprised of 345 teachers from 39 secondary schools. Results suggested that the teachers did not hold particularly favourable or supportive attitudes towards the policy of integration. While the majority supported the underlying principle that it is every child's right to learn in a regular classroom, most were uncertain about the actual practicalities of such placement. In particular, negative attitudes were expressed concerning the feasibility of integrating students with behavioural problems, and those with severe visual or hearing difficulties or with mental handicaps. More positive attitudes were expressed towards integrating students with physical disabilities and those with mild health or speech problems. When teachers with guidance training were compared with those without it, the results showed that teachers with guidance training generally held more positive attitudes towards integration.en_HK
dc.languageengen_HK
dc.publisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialeducation.com/en_HK
dc.relation.ispartofInternational Journal of Special Educationen_HK
dc.titleIntegrating students with special needs in Hong Kong secondary schools: Teachers' attitudes and their possible relationship to guidance trainingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0827-3383&volume=16&issue=2&spage=69&epage=84&date=2001&atitle=Integrating+students+with+special+needs+in+Hong+Kong+secondary+schools:+Teachers%27+attitudes+and+their+possible+relationship+to+guidance+trainingen_HK
dc.identifier.emailYuen, M: mtyuen@hku.hken_HK
dc.identifier.authorityYuen, M=rp00984en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-0010594794en_HK
dc.identifier.hkuros59420en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0010594794&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume6en_HK
dc.identifier.issue2en_HK
dc.identifier.spage69en_HK
dc.identifier.epage84en_HK
dc.identifier.scopusauthoridYuen, M=7102031935en_HK
dc.identifier.scopusauthoridWestwood, P=6602811578en_HK

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