Teacher’s perspective towards the implementation of inclusive practice for students with AD/HD classroom settings in mainstream secondary schools

In worldwide, inclusive education has drawn a lot of attention as a way to give every student the same opportunity for learning, regardless of their skills or restrictions. Hong Kong is not excluded from this phenomenon. According to EDB (2008), they have been collaborating with mainstream schools to assist SEN students in overcoming their obstacles and restrictions and realizing their full potential. The attitudes and actions of teachers, who are vital in determining how diverse learners will experience education, are extremely important to the achievement of inclusion in mainstream secondary schools This study aims to explore and understand existing teachers' perspectives on the implementation of inclusive practice for students with AD/HD in mainstream secondary schools. Interviews (N = 5) and questionnaires (N = 100) were conducted with educators who are currently working in the territory. They were asked about their objectives, past experiences working in traditional schools, and perceived roles and challenges associated with instructing SEN students. They were also given the opportunity to provide their opinions on how integrated education is influencing them personally and the methods they frequently use in integrated classes. The study will highlight the importance of the integrated education development model using the themes derived from the interview data. Future teacher preparation for inclusion will become clearer thanks to this cooperation model.