Reform, Inclusion and Teacher Education: Towards a new era of special education in the Asia-Pacific Region

By C. Forlin, M. Lian. 2008

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Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “Increasingly, there has been much dialogue about the particular skills and competencies needed by inclusive teachers (e.g., Andrews & Lupart, 2000; Forlin, 2010; Pearce, 2008; Pearce & Forlin, 2005).”
Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, background): “A positive attitude towards inclusion has been considered to be one of the most influential factors, or even a prerequisite, for successful inclusive education (e.g. Avramidis and Norwich 2002; Forlin and Lian 2008).”
Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “…primary and secondary teachers make relatively few adaptations to accommodate differences among their students (Chan, Chang, Westwood, & Yuen, 2002; Forlin, 2008, p. 79; Wan & Wan, 2012; Wan, Wan, Lam, Noguera, & Alvarez, 2013), whereas teachers lacked confidence and were unprepared for…”