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題名：Teachers' Attitudes Toward Integration in Hong Kong
書刊名：教育學報
作者：馬天欣／Hanrahan, James
作者(外文)：Ma, Jenny
出版日期：2002
卷期：30:1
頁次：頁63-77
主題關鍵詞：香港；教師；融合教育
原始連結：連回原系統網址new window
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Eighty-three regular class teachers drawn from five primary schools in Hong Kong responded to a survey measuring how they felt about integrating students with disabilities into their regular classes. At the time of the study, two of the schools were implementing a policy of integration set out by the Hong Kong Education Department. Results indicated that preparation for integration was significantly related to willingness to accept students with disabilities into regular classes. Age of teacher, experience teaching students with disabilities and teaching in an integrated school were not significantly related to willingness to integrate. Students with physical problems were favored for integration over all other categories of exceptionality, the least acceptable students being those with emotional/behavioral problems. While 64% of the teachers indicated a willingness to integrate students with disabilities if support services were available, many teachers expressed ambivalent feelings toward the policy of integration. Teachers placed great emphasis on the need for resources and training in order to implement integration successfully in the schools of Hong Kong.
期刊論文
1.Tait, K.、Purdie, N.(2000)。Attitudes toward disability: teacher education for inclusive environments in an Australian university。International Journal of Disability, Development and Education，47(1)，25-38。  new window
2.Cook, B. G.(2001)。A comparison of teachers' attitudes toward their included students with mild and severe disabilities。The Journal of Special Education，34(4)，203-213。  new window
3.Semmel, M. I.、Abernathy, T. V.、Butera, G.、Lesar, S.(1991)。Teacher perceptions of the regular education initiative。Exceptional Children，58(1)，9-24。  new window
4.Florian, L.、Rouse, M.(2001)。Inclusive practice in English secondary schools: Lessons learned。Cambridge Journal of Education，31(3)，399-412。  new window
5.Gans, K. D.(1985)。Regular and special educators: Handicap integration attitudes and implications for consultants。Teacher Education and Special Education，8(4)，188-197。  new window
6.Garvar-Pinhas, A.、Schmelkin, L. P.(1989)。Administrators' and teachers' attitudes toward mainstreaming。Remedial and Special Education，10(4)，38-43。  new window
7.Hanrahan, J.、Goodman, W.、Rapagna, S.(1990)。Preparing mentally retarded students for mainstreaming: Priorities of regular class and special school teachers。American Journal on Mental Retardation，94(5)，470-474。  new window
8.Hastings, R. P.、Hewes, A.、Lock, S.、Witting, A.(1996)。Do special educational needs courses have any impact on student teachers' perceptions of children with severe learning difficulties?。British Journal of Special Education，23(3)，139-144。  new window
9.Pearman, E. L.、Barnhart, M. W.、Huang, A. M.、Mellblom, C.(1992)。Educating all students in school: Attitudes and beliefs about inclusion。Education and Training in Mental Retardation，27(2)，176-182。  new window
10.Scott, Barbara J.、Vitale, Michael R.、Masten, William G.(1998)。Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review。Remedial and Special Education，19(2)，106-119。  new window
11.Slee, R.、Weiner, G.(2001)。Education reform and reconstruction as a challenge to research genres: Reconsidering school effectiveness research and inclusive schooling。School Effectiveness and School Improvement，12(1)，83-98。  new window
12.Taverner, S.、Hardman, F.、Skidmore, D.(1997)。English and mathematics teachers' attitudes to integration。British Journal of Special Education，24(1)，39-43。  new window
13.Taylor, R. L.、Richards, S. B.、Goldstein, P. A.、Schilit, J.(1997)。Teacher perceptions of inclusive settings。Teaching Exceptional children，29(3)，50-54。  new window
14.Winzer, M. A.(1998)。The inclusion movement and teacher change: Where are the limits?。McGill Journal of Education，33(3)，229-251。  new window
15.Wilczenski, F. L.(1993)。Changes in attitudes toward mainstreaming among undergraduate education students。Educational Research Quarterly，17(1)，5-17。  new window
16.Wong, D.、Pearson, V.、Ip, F.、Lo, E.(1999)。A slippery road to equality: Hong Kong's experience of unplanned integrated education。Disability and Society，14(6)，771-789。  new window
17.Bender, W. N.、Vail, C. O.、Scott, K.(1995)。Teacher's attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities。Journal of Learning Disabilities，28(2)，87-94。  new window
18.Soodak, L. C.、Podell, D. M.、Lehman, L. R.(1998)。Teacher, student, and school attributes as predictors of teachers' responses to inclusion。Journal of Special Education，31(4)，480-497。  new window
19.Scruggs, T. E.、Mastropieri, M. A.(1996)。Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis。Exceptional Children，63(1)，59-74。  new window
圖書
1.United Nations Educational, Scientific and Cultural Organization(1994)。The salamanca statement and framework for action on special needs education。United Nations Educational, Scientific and Cultural Organization。  new window
2.Ainscow, M.(1999)。Understanding the development of inclusive schools。London：Falmer Press。  new window
其他
1.Crawford, N.，Heung, V.，Yip, E.，Yuen, C.，Yim, S.(1999)。Integration in Hong Kong: Where are we now and what do we need to do? A review of the Hong Kong Government's pilot project，http://www.ied.edu.hk/csnsie/publication/Project-HKSpedForum9912. PDF， 2002/11/25。  new window
2.Hong Kong Education Department(2000)。Integration of students with special needs in ordinary schools，http://www.ed.gov.hk/ednewhp， 2002/04/22。  new window
3.Fernandez, A.(1994)。Integration questionnaire for teachers(E-48080-Bilbao-Vizcaya-Espana)。，Facultad de FICE, Universidad de Deusto。  new window
 
 
 
 
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