The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong

By Chong Suk Ching Stella, C. Forlin, Au Mei Lan. 2007

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Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, background): “Inclusive education has also risen to a position of prominence in Hong Kong through the adoption of a pro-inclusive policy (Chong, Forlin, and Au 2007; Forlin and Sin 2010; Poon-McBrayer 2005).”
Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education (2011, result): “These findings coincide with those of the Chong, Forlin, and Au ( 2007 ) study conducted in Hong Kong.”
Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, methodology): “Even within studies the range of (self-calculated) effect sizes is reflected: IPD: d = 0.17; ATIES: d = 0.27–0.65 (Stella, Forlin, and Lan 2007) and group 1: d = 0.19–0.35; group 2: d = 017–0.67 (Hodge et al. 2002).”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “These models include field experiences in inclusive classrooms (van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007 ), coursework (Cara, 2007 ; Shade & Stewart, 2001 ), infusion of information about diversity throughout the curriculum (Jung, 2007 ; Romi & Leyser, 2006 ; Winter, 2006 ), interviews”