In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms: Challenges and support needs

Abstract

Most students with disabilities who previously attended segregated special schools are now enrolled in regular schools in Hong Kong. The number of students with disabilities attending regular schools has increased. Hence, teachers are critical in implementing inclusive practices that include students with disabilities. It is essential that these teachers feel supported and prepared to teach students with disabilities for inclusive education to be successful. A qualitative study comprising focus group interviews with 16 in-service primary and secondary school teachers was conducted to identify the perceived challenges they face and their support needs for implementing inclusive practices. Despite the comprehensive legislation and policies and sufficient funding, teachers felt they needed more support in the form of human resources, teaching in classrooms, collaboration, and knowledge about including students with disabilities. This paper discusses the necessity for enhancing professional learning and teachers’ understanding of inclusion.