The number of students with special education needs (SEN) in inclusive settings in Hong Kong has increased rapidly in recent decades. In an inclusive setting, students with different kinds of SEN learn together with typically developing students in the same classroom. Throughout the process, one of the greatest challenges is the collaboration among schools, families and the community to better support all students in the inclusive setting. In studying the partnership of school, family and community in Western societies, the model of the overlapping spheres of influence has been examined; and it has been suggested that there is a positive influence on student achievement through the three-way collaboration. However, there is a severe lack of research on the mediating effect of teacher/parents/community and the moderating effect of special education needs on the association between the collaboration and student performance. Based on the school-family-community model, the proposed study seeks to fill this gap by examining the mediating effect of teacher efficacy, parental self-efficacy, parents’ attitude and community members’ attitudes and the moderating effect of special education needs on the association between the collaboration and students’ performance (academic performance and social behaviour).
|Effective start/end date||01/10/18 → 31/03/21|
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