Contributions from: Celeste Yuen.
Abstract
Teachers play a vital role in inclusive practice as their teaching behaviour has a direct influence on the students. When the Integration Pilot Project was first launched in September 1997 in Hong Kong schools, mixed responses were yielded from the frontline teachers, especially the resource teachers who had been designated special responsibility for the diverse needs and abilities of the integrated children. In-depth interviews and questionnaire surveys were conducted to evaluate the effectiveness of the field pilot project. This paper presents individual perceptions of three resource teachers who had hands-on experience and knowledge of integration. Special attention will be paid to: (a) personal belief in education for all; (b) necessary knowledge, skill and attitudes fair inclusive practices; (c) perceived compete of managing students with special educational needs in. regular school; (d) coping strategies used in handling job-related problems. A triangulation data analysis method is employed to provide an in-depth understanding of the research.
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