Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong

Abstract

Inclusive education is one of the most important issues in education in Hong Kong, China. Because the role of teachers is critical to the success of inclusive education, this study investigated some of the elements that determine the success of implementing inclusive education. Teachers’ perceived definition of inclusive education, the opportunities for teachers to receive training in inclusive education, and the attitude of teachers were examined through responses to questionnaires. The sample consisted of 51 primary school teachers from two schools participating in the ‘New Funding Mode’. Results were analysed using content analysis and Chi‐square tests. Implications of the findings are also discussed.