Abstract
The policy of inclusive education (IE) proposes that all students, regardless of disabilities or special educational needs (SEN) are to study in the regular school setting. It is believed that students with disabilities or SEN would benefit in psychosocial well-being, social adjustment, and academic performance through learning in a common environment. However, empirical findings show that the efficacy of IE depends on many factors, of which teachers’ concerns about IE is a key issue. This study investigated teachers’ concerns and their links with attitudes, intention, and efficacy regarding teaching IE. A questionnaire with measuring instruments was designed for data collection in an institution of higher education. It was put online for two weeks to invite teachers’ participation. A total of 107 teachers (mean age = 49.5 years, SD = 11.4, 50.1% were females) responded to the online survey. Consistent with studies in the West, the greatest concerns of teachers was lack of resources to support IE. Results of one-sample t-test indicated that worries about decline of academic standard and about students with SEN not being accepted by their peers without SEN were significantly high. Moreover, teachers’ concerns were found to be negatively associate with attitudes (r = -.28, p < .01), intention (r = -.23, p < .05), and efficacy (r = -.40, p< .001) regarding inclusive classes. The findings indicated that to facilitate the implementation of IE in higher education, issues on teachers’ concerns need to be addressed.
Author Information
Hoi Nga Ng, Saint Francis University, Hong Kong
Kam Weng Boey, University of Hong Kong, Hong Kong
Chi Wai Kwan, University of Hong Kong, Hong Kong
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