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Monteiro, Elisa; Kuok, Angus C. H.; Correia, Ana M.; Forlin, Chris; Teixeira, Vitor – International Journal of Inclusive Education, 2019
This paper reports findings of a mixed methods study examining private school teachers' perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students…
Descriptors: Foreign Countries, Teacher Effectiveness, Inclusion, Private Schools
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Teixeira, Vitor; Correia, Ana; Monteiro, Elisa; Kuok, Angus C.H.; Forlin, Chris – International Journal of Inclusive Education, 2018
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different…
Descriptors: Foreign Countries, Inclusion, Disabilities, Educational Legislation
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Sharma, Umesh; Forlin, Chris; Marella, Manjula; Jitoko, Filipe – International Journal of Inclusive Education, 2017
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper…
Descriptors: Pacific Islanders, Educational Indicators, Inclusion, Disabilities
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Chao, Chih Nuo Grace; Forlin, Chris; Ho, Fuk Chuen – International Journal of Inclusive Education, 2016
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive…
Descriptors: Foreign Countries, Self Efficacy, Teacher Effectiveness, Inclusion
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Forlin, Chris; Kawai, Norimune; Higuchi, Satoshi – International Journal of Inclusive Education, 2015
Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university…
Descriptors: Foreign Countries, Educational Change, Inclusion, Teacher Education
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Lui, Ming; Sin, Kuen-Fung; Yang, Lan; Forlin, Chris; Ho, Fuk-Chuen – International Journal of Inclusive Education, 2015
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that…
Descriptors: Knowledge Level, Parent Attitudes, Social Attitudes, Predictor Variables
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Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris – International Journal of Inclusive Education, 2015
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…
Descriptors: Foreign Countries, Readiness, Inclusion, Investigations
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Forlin, Chris; Sharma, Umesh; Loreman, Tim – International Journal of Inclusive Education, 2014
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers…
Descriptors: Foreign Countries, Teacher Effectiveness, Inclusion, Regular and Special Education Relationship
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Forlin, Chris – International Journal of Inclusive Education, 2011
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of…
Descriptors: Foreign Countries, Inclusion, Special Needs Students, Mainstreaming
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Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez – International Journal of Inclusive Education, 2010
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training…
Descriptors: Preservice Teacher Education, National Curriculum, Preservice Teachers, Inclusion
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Rose, Richard; Forlin, Chris – International Journal of Inclusive Education, 2010
This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in…
Descriptors: Teaching (Occupation), Private Schools, International Schools, Focus Groups
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Forlin, Chris; Loreman, Tim; Sharma, Umesh; Earle, Chris – International Journal of Inclusive Education, 2009
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are,…
Descriptors: Preservice Teacher Education, Inclusive Schools, Student Teacher Attitudes, Attitude Change
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Forlin, Chris – International Journal of Inclusive Education, 2004
As Federal, State and Territory governments in Australia promote greater inclusivity, schools are simultaneously being required to be more accountable for their actions. As an attempt to provide an appropriate process for schools to employ to enable them to meet both of these requirements the "Index for Inclusion" was validated for use…
Descriptors: Rural Areas, Foreign Countries, Inclusion, Accountability