Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-25T14:14:53.289Z Has data issue: false hasContentIssue false
  • English
  • Français

Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

Published online by Cambridge University Press:  25 March 2015

Frances Lai Mui Lee ,
Alexander Seeshing Yeung ,
Katrina Barker ,
Danielle Tracey  and
Jesmond C. M. Fan
Frances Lai Mui Lee
Affiliation:
Hong Kong Baptist University, Hong Kong
Alexander Seeshing Yeung*
Affiliation:
Australian Catholic University, Australia
Katrina Barker
Affiliation:
University of Western Sydney, Australia
Danielle Tracey
Affiliation:
University of Western Sydney, Australia
Jesmond C. M. Fan
Affiliation:
Hong Kong Baptist University, Hong Kong
*
Correspondence: Alexander S. Yeung, Institute for Positive Psychology and Education, Australian Catholic University, Locked Bag 2002, Strathfield, NSW 2135, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.

Keywords

special educationspecial needsteacher perceptionsinclusive educationearly childhoodHong Kong
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 39 , Issue 2 , December 2015 , pp. 97 - 112
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27 (1), 42–59.Google Scholar
Arguelles, M.E., Hughes, M.T., & Schumm, J.S. (2000). Coteaching: A different approach to inclusion. Principal, 79 (48), 50–51.Google Scholar
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special education needs in the ordinary school in one local education authority. Educational Psychology, 20, 191–211. doi:10.1080/713663717CrossRefGoogle Scholar
Berry, R.A.W. (2011). Voices of experience: General education teachers on teaching students with disabilities. International Journal of Inclusive Education, 15, 627–648. doi:10.1080/13603110903278035CrossRefGoogle Scholar
Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Achievement and inclusion in schools. London, UK: Routledge.Google Scholar
Booth, T. (2005). Keeping the future alive: Putting inclusive values into action. Forum, 47, 151–158. doi:10.2304/forum.2005.47.2.4CrossRefGoogle Scholar
Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge vs. experience. Education, 125, 163–172.Google Scholar
Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.Google Scholar
Chan, L.K.S., & Chan, L. (2003). Early childhood education in Hong Kong and its challenges. Early Child Development and Care, 173, 7–17. doi:10.1080/0300443022000022387CrossRefGoogle Scholar
Cheuk, J., & Hatch, J.A. (2007). Teachers’ perceptions of integrated kindergarten programs in Hong Kong. Early Child Development and Care, 177, 417–432. doi:10.1080/03004430600563430CrossRefGoogle Scholar
Clark, P., & Kirk, E. (2000). All-day kindergarten. Childhood Education, 76, 228–231. doi:10.1080/00094056.2000.10521169CrossRefGoogle Scholar
Education and Manpower Bureau. (2003). Circular memorandum No. 314/2003. Retrieved from http://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/harmonisation-of-preprimary-services/development/EMBCM03314E.pdfGoogle Scholar
Equal Opportunities Commission. (2012). Study on equal learning opportunities for students with disabilities under the integrated education system. Hong Kong: Author.Google Scholar
Florian, L. (1998). Inclusive practice: What, why and how? In Tilstone, C., Florian, L., & Rose, R. (Eds.), Promoting inclusive practice (pp. 13–26). London, UK: Routledge.Google Scholar
Forbes, F. (2007). Towards inclusion: An Australian perspective. Support for Learning, 22, 66–71. doi:10.1111/j.1467-9604.2007.00449.xCrossRefGoogle Scholar
Forbes, J. (2009). Redesigning children's services: Mapping interprofessional social capital. Journal of Research in Special Educational Needs, 9, 122–132. doi:10.1111/j.1471-3802.2009.01125.xCrossRefGoogle Scholar
Forlin, C. (2010). Developing and implementing quality inclusive education in Hong Kong: Implications for teacher education. Journal of Research in Special Educational Needs, 10, 177–184. doi:10.1111/j.1471-3802.2010.01162.xCrossRefGoogle Scholar
Forlin, C., & Lian, M.-G.J. (2008). Contemporary trends and issues in education reform for special and inclusive education in the Asia-Pacific region. In Forlin, C., & Lian, M-G.J. (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region (pp. 3–12). London, UK: Routledge.CrossRefGoogle Scholar
Forlin, C., & Rose, R. (2010). Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs, 10, 13–22. doi:10.1111/j.1471-3802.2009.01139.xCrossRefGoogle Scholar
Frankel, E.B. (2004). Supporting inclusive care and education for young children with special needs and their families: An international perspective. Childhood Education, 80, 310–316. doi:10.1080/00094056.2004.10521277CrossRefGoogle Scholar
Freire, S., & César, M. (2003). Inclusive ideals/inclusive practices: How far is a dream from reality? Five comparative case studies. European Journal of Special Needs Education, 18, 341–354. doi:10.1080/0885625032000120224CrossRefGoogle Scholar
Gal, E., Schreur, N., & Engel-Yeger, B. (2010). Inclusion of children with disabilities: Teachers’ attitudes and requirements for environmental accommodations. International Journal of Special Education, 25 (2), 90–100.Google Scholar
Gasteiger-Klicpera, B., Klicpera, C., Gebhardt, M., & Schwab, S. (2013). Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities. International Journal of Inclusive Education, 17, 663–681. doi:10.1080/13603116.2012.706321CrossRefGoogle Scholar
Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445–456. doi:10.1177/002221940003300505CrossRefGoogle ScholarPubMed
Glazzard, J. (2011). Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants. Support for Learning, 26, 56–63. doi:10.1111/j.1467-9604.2011.01478.xCrossRefGoogle Scholar
Grima-Farrell, C.R., & Bain, A., & McDonagh, S.H. (2011). Bridging the research-to-practice gap: A review of the literature focusing on inclusive education. Australasian Journal of Special Education, 35, 117–136. doi:10.1375/ajse.35.2.117CrossRefGoogle Scholar
Hanson, M.J., Beckman, P.J., Horn, E., Marquart, J., Sandall, S.R., Greig, D., & Brennan, E. (2000). Entering preschool: Family and professional experiences in this transition process. Journal of Early Intervention, 23, 279–293. doi:10.1177/10538151000230040701CrossRefGoogle Scholar
Ho, C.W.D. (2008). Exploring the definitions of quality early childhood programmes in a market-driven context: Case studies of two Hong Kong preschools. International Journal of Early Years Education, 16, 223–236. doi:10.1080/09669760802343915Google Scholar
Hobbs, T., & Westling, D.L. (1998). Promoting successful inclusion through collaborative problem-solving. Teaching Exceptional Children, 31 (1), 12–19.CrossRefGoogle Scholar
Hong Kong Government. (1977). Integrating the disabled into the community: A united effort (s4.2c specific objectives for future development). Hong Kong: Government Printer.Google Scholar
Ilaiyan, S. (2013). Difficulties experienced by the Arab teacher during his first year of teaching as a result of personal and organizational variables. Creative Education, 4, 363–375. doi:10.4236/ce.2013.46053CrossRefGoogle Scholar
Irwin, S.H., Lero, D.S., & Brophy, K. (2000). A matter of urgency: Including children with special needs in child care in Canada. Wreck Cove, Canada: Breton Books.Google Scholar
Jöreskog, K.G., & Sörbom, D. (2005). LISREL 8.72: Structural equation modeling with SIMPLIS command language. Chicago, IL: Scientific Software International.Google Scholar
Korkmaz, İ. (2011). Elementary teachers’ perceptions about implementation of inclusive education. US-China Education Review, 8, 177–183.Google Scholar
Laluvein, J. (2010). School inclusion and the ‘community of practice’. International Journal of Inclusive Education, 14, 35–48. doi:10.1080/13603110802500950CrossRefGoogle Scholar
Lee, V.E., Burkam, D.T., Ready, D.D., Honigman, J., & Meisels, S.J. (2006). Full-day versus half-day kindergarten: In which program do children learn more? American Journal of Education, 112, 163–208. doi:10.1086/498994CrossRefGoogle Scholar
Lesar, I., Čuk, I., & Peček, M. (2006). How to improve the inclusive orientation of Slovenian primary school—the case of Romani and migrant children from former Yugoslavia. European Journal of Teacher Education, 29, 387–399. doi:10.1080/02619760600795262CrossRefGoogle Scholar
Leung, C.-H. (2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 37 (1), 38–54.CrossRefGoogle Scholar
Li, H., Wong, J.M.S., &, Wang, X.C. (2010). Affordability, accessibility, and accountability: Perceived impacts of the pre-primary education vouchers in Hong Kong. Early Childhood Research Quarterly, 25, 125–138. doi:10.1016/j.ecresq.2009.09.004CrossRefGoogle Scholar
Lindqvist, G., Nilholm, C., Almqvist, L., & Wetso, G.-M. (2011). Different agendas? The views of different occupational groups on special needs education. European Journal of Special Needs Education, 26, 143–157. doi:10.1080/08856257.2011.563604CrossRefGoogle Scholar
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from “why?” to “how?” International Journal of Whole Schooling, 3 (2), 22–38.Google Scholar
Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for effective instruction (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.Google Scholar
McLeskey, J., & Waldron, N.L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26, 48–57. doi:10.1111/j.1540-5826.2010.00324.xCrossRefGoogle Scholar
Meijer, C.J.W., Pijl, S.J., & Hegarty, S. (1997). Inclusion: Implementation and approaches. In Piji, S.J., Meijer, C.J.W., & Hegarty, S. (Eds.), Inclusive education: A global agenda. (pp. 150–160). London, UK: Routledge.Google Scholar
Mock, D.R., & Kauffman, J.M. (2002). Preparing teachers for full inclusion: Is it possible? The Teacher Educator, 37, 202–215. doi:10.1080/08878730209555294CrossRefGoogle Scholar
Opper, S. (1989, July). Content and methods of early childhood education and care programmes in Hong Kong. Paper presented at the Conference on Early Education and Development (0–6 years) in the 21st Century, Hong Kong.Google Scholar
Rakap, S., & Parlak-Rakap, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19, 79–96. doi:10.1080/1350293X.2011.548946CrossRefGoogle Scholar
Razali, N.M., Toran, H., Kamaralzaman, S., Salleh, N.M., & Yasin, M.H.M. (2013). Teachers’ perceptions of including children with autism in a preschool. Asian Social Science, 9 (12), 261–267.CrossRefGoogle Scholar
Robinson, R., & Carrington, S. (2002). Professional development for inclusive schooling. International Journal of Educational Management, 16, 239–247. doi:10.1108/09513540210434612Google Scholar
Rogers, C. (2007). Experiencing an ‘inclusive’ education: Parents and their children with ‘special educational needs’. British Journal of Sociology of Education, 28, 55–68. doi:10.1080/01425690600996659CrossRefGoogle Scholar
Saracho, O.N., & Spodek, B. (2003). Recent trends and innovations in the early childhood education curriculum. Early Child Development and Care, 173, 175–183. doi:10.1080/03004430303095CrossRefGoogle Scholar
Scruggs, T.E., & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, 63, 59–74.CrossRefGoogle Scholar
Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392–416. doi:10.1177/001440290707300401CrossRefGoogle Scholar
Sikes, P., Lawson, H., & Parker, M. (2007). Voices on: Teachers and teaching assistants talk about inclusion. International Journal of Inclusive Education, 11, 355–370. doi:10.1080/13603110701238819CrossRefGoogle Scholar
Smith, T.E.C., Polloway, E.A., Patton., J.R., Dowdy, C.A., McIntyre, L.J., & Francis, G.C. (2010). Teaching students with special needs in inclusive settings (3rd Canadian ed.). Toronto, Canada: Pearson/Allyn and Bacon.Google Scholar
Social Welfare Department. (2003). Social Welfare Department annual report. Hong Kong: Author.Google Scholar
Soodak, L.C., & Erwin, E.J. (2000). Valued member or tolerated participant: Parents’ experiences in inclusive early childhood settings. Research and Practice for Persons with Severe Disabilities, 25, 29–41. doi:10.2511/rpsd.25.1.29Google Scholar
Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Paris, France: Author.Google Scholar
Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66, 163–171.CrossRefGoogle Scholar
Vislie, L. (2003). From integration to inclusion: Focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18, 17–35. doi:10.1080/0885625082000042294CrossRefGoogle Scholar
Weiss, M.P., & Brigham, F.J. (2000). Co-teaching and the model of shared responsibility: What does the research support? In Scruggs, T. E., & Mastropieri, M. A. (Eds.), Advances in learning and behavioural disabilities: Vol. 14. Educational interventions (pp. 217–246). Stamford, CT: JAI Press.Google Scholar
Wong, D.K.P. (2002). Struggling in the mainstream: The case of Hong Kong. International Journal of Disability, Development and Education, 49, 79–94. doi:10.1080/10349120120115343CrossRefGoogle Scholar
Zhang, K.C. (2011). Early childhood education and special education: How well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of Inclusive Education, 15, 683–697. doi:10.1080/13603110903317676CrossRefGoogle Scholar
Zigmond, N., & Matta, D.W. (2004). Value added of the special education teacher in secondary school co-taught classes. In Scruggs, T.E., & Mastropieri, M.A. (Eds.), Research in secondary schools: Advances in learning and behavioral disabilities (Vol.17, pp. 55–76). Oxford, UK: Elsevier Science/JAI.CrossRefGoogle Scholar