Students' attitudes toward including students with disabilities in regular PE settings in Hong Kong and Taiwan

Shihui CHEN, Kwok On LAU

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The purpose of this study was to compare attitudes of final year students in teacher preparation programs in Hong Kong and Taiwan toward including students with disabilities into regular settings, and to further examine the influences of attitudes on the development of adapted physical education programs. A 15-item questionnaire was used to investigate students' attitudes and concerns toward inclusion. Seventy-seven students from Hong Kong and Taiwan participated in this study. The results of the survey indicated that students in Hong Kong and Taiwan philosophically support inclusion, although there were many concerns and different opinions regarding inclusion. The survey indicated that students from both locations thought special schools and teachers with special training will provide better education for students with disabilities than general teachers, and indicated the needs for more academic preparation for inclusion. The findings also suggest that without well prepared support services and other accommodations, students with disabilities will not benefit from these educational environments. Copyright © 2005 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationInnovations in inclusive school development: Proceedings of Second International Conference on Inclusive Education
EditorsWoon King Vivian HEUNG , Christopher Robin DOWSON
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education
Pages18-24
Publication statusPublished - 2005

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Hong Kong
Taiwan
disability
student
inclusion
teacher
physical education
accommodation
questionnaire
school
education

Citation

Chen, S. H., & Lau, K. O. (2005). Students' attitudes toward including students with disabilities in regular PE settings in Hong Kong and Taiwan. In V. Heung, & C. Dowson (Eds.), Innovations in inclusive school development: Proceedings of Second International Conference on Inclusive Education (pp. 18-24). Hong Kong: The Hong Kong Institute of Education.