Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education

Frances Lai Mui Lee; Alexander Seeshing Yeung; Danielle Tracey; Katrina Barker; Jesmond C. M. Fan

Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education

Frances Lai Mui Lee, Alexander Seeshing Yeung, Danielle Tracey, Katrina Barker, Jesmond C. M. Fan

School of Education

Research output: Chapter in Book / Conference Paper › Chapter

Abstract

The purpose of the research reported here is to examine the views of different types of teachers toward inclusion, and whether their teaching experience matters in formulating such views. The importance of the study is bolstered as it centers on the underresearched context of preprimary settings in Hong Kong.

Original language	English
Title of host publication	Inclusive Education for Students with Intellectual Disabilities
Editors	Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey, Philip D. Parker, Hua Flora Zhong
Place of Publication	U.S.
Publisher	Information Age
Pages	249-272
Number of pages	24
ISBN (Electronic)	9781681230009
ISBN (Print)	9781623969998
Publication status	Published - 2015

Keywords

special education
inclusive education
children with disabilities
teachers
Hong Kong

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

Lee, F. L. M., Yeung, A. S., Tracey, D., Barker, K., & Fan, J. C. M. (2015). Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education. In R. G. Craven, A. J. S. Morin, D. Tracey, P. D. Parker, & H. F. Zhong (Eds.), Inclusive Education for Students with Intellectual Disabilities (pp. 249-272). Information Age.

Lee, Frances Lai Mui ; Yeung, Alexander Seeshing ; Tracey, Danielle et al. / Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education. Inclusive Education for Students with Intellectual Disabilities. editor / Rhonda G. Craven ; Alexandre J. S. Morin ; Danielle Tracey ; Philip D. Parker ; Hua Flora Zhong. U.S. : Information Age, 2015. pp. 249-272

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abstract = "The purpose of the research reported here is to examine the views of different types of teachers toward inclusion, and whether their teaching experience matters in formulating such views. The importance of the study is bolstered as it centers on the underresearched context of preprimary settings in Hong Kong.",

keywords = "special education, inclusive education, children with disabilities, teachers, Hong Kong",

author = "Lee, {Frances Lai Mui} and Yeung, {Alexander Seeshing} and Danielle Tracey and Katrina Barker and Fan, {Jesmond C. M.}",

year = "2015",

language = "English",

isbn = "9781623969998",

pages = "249--272",

editor = "Craven, {Rhonda G.} and Morin, {Alexandre J. S.} and Danielle Tracey and Parker, {Philip D.} and Zhong, {Hua Flora}",

booktitle = "Inclusive Education for Students with Intellectual Disabilities",

publisher = "Information Age",

}

Lee, FLM, Yeung, AS, Tracey, D , Barker, K & Fan, JCM 2015, Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education. in RG Craven, AJS Morin, D Tracey, PD Parker & HF Zhong (eds), Inclusive Education for Students with Intellectual Disabilities. Information Age, U.S., pp. 249-272.

Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education. / Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Tracey, Danielle et al.
Inclusive Education for Students with Intellectual Disabilities. ed. / Rhonda G. Craven; Alexandre J. S. Morin; Danielle Tracey; Philip D. Parker; Hua Flora Zhong. U.S.: Information Age, 2015. p. 249-272.

Research output: Chapter in Book / Conference Paper › Chapter

TY - CHAP

T1 - Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education

AU - Lee, Frances Lai Mui

AU - Yeung, Alexander Seeshing

AU - Tracey, Danielle

AU - Barker, Katrina

AU - Fan, Jesmond C. M.

PY - 2015

Y1 - 2015

N2 - The purpose of the research reported here is to examine the views of different types of teachers toward inclusion, and whether their teaching experience matters in formulating such views. The importance of the study is bolstered as it centers on the underresearched context of preprimary settings in Hong Kong.

AB - The purpose of the research reported here is to examine the views of different types of teachers toward inclusion, and whether their teaching experience matters in formulating such views. The importance of the study is bolstered as it centers on the underresearched context of preprimary settings in Hong Kong.

KW - special education

KW - inclusive education

KW - children with disabilities

KW - teachers

KW - Hong Kong

UR - http://handle.uws.edu.au:8081/1959.7/uws:28986

M3 - Chapter

SN - 9781623969998

SP - 249

EP - 272

BT - Inclusive Education for Students with Intellectual Disabilities

A2 - Craven, Rhonda G.

A2 - Morin, Alexandre J. S.

A2 - Tracey, Danielle

A2 - Parker, Philip D.

A2 - Zhong, Hua Flora

PB - Information Age

CY - U.S.

ER -

Lee FLM, Yeung AS, Tracey D , Barker K, Fan JCM. Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education. In Craven RG, Morin AJS, Tracey D, Parker PD, Zhong HF, editors, Inclusive Education for Students with Intellectual Disabilities. U.S.: Information Age. 2015. p. 249-272

Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms : differential views toward inclusive education

Abstract

Keywords

UN SDGs

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