How training affects preservice kindergarten teachers’ knowledge, attitude, and self-efficacy toward adopting inclusive education in Hong Kong

This study aims to examine the relationship between the training received by preservice kindergarten teachers and their knowledge, self-efficacy, and attitudes toward handling SEN students in inclusive education in Hong Kong in the future. This study recruited thirty pre-service kindergarten teachers who received special education training in the university and thirty pre-service kindergarten teachers who didn't receive the training. They are invited to complete a questionnaire referenced from knowledge of inclusive education scale (Gehrke & Cocchiarella, 2013; Nketsia & Saloviita, 2013), scale of teachers attitudes toward inclusion (STATIC) (Sharma, Loreman, & Forlin, 2012) and teacher attitude toward inclusion scale (TAIC) (Cochran, 1997). From the analysis, the results indicated that the training received by pre-service kindergarten teachers can elevate their knowledge and self-efficacy levels to handle students with special learning needs while also fostering a more positive attitude towards inclusive education. Another group of pre-service teachers who didn't receive training showed inadequate knowledge, lower confidence, and a comparatively negative attitude towards inclusive education. This essay also included the implications of improvements that can be made by universities and the government, as well as the limitations of this study.