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

Abstract

At 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.