All Stories

  1. Educational reform in Japan towards inclusion: are we training teachers for success?
  2. A system-wide professional learning approach about inclusion for teachers in Hong Kong
  3. Preparing teachers for inclusion in Mexico: how effective is this process?
  4. Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
  5. Student behaviour and emotional challenges for teachers and parents in Hong Kong
  6. Special Issue: Transitions for Students With Special Educational Needs
  7. Transition for a Student With Special Educational Needs From Primary to Secondary School in Hong Kong
  8. Do Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-efficacy.
  9. Informing educational decisions in the early years: can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience?
  10. Thinking globally acting locally: a personal journey
  11. From special to inclusive education in Macau (SAR)
  12. Measuring teacher efficacy to implement inclusive practices
  13. Teacher preparation for inclusive education: increasing knowledge but raising concerns
  14. Chinese children with ASD in Hong Kong (SAR): development of inclusive practice
  15. Teacher education reform for enhancing teachers’ preparedness for inclusion
  16. Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers
  17. Developing and implementing quality inclusive education in Hong Kong: implications for teacher education
  18. Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong
  19. Authentic school partnerships for enabling inclusive education in Hong Kong
  20. Cultural Transformation for Inclusion, What is Needed?
  21. Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
  22. The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context
  23. Classroom Diversity: Towards a Whole-School Approach
  24. A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong
  25. Inclusive Educational Practices: A Way Forward for Hong Kong
  26. The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong
  27. Inclusive education in Australia ten years after Salamanca
  28. Promoting the implementation of inclusive education in primary schools in South Africa
  29. Inclusion – the heart of the matter: trainee teachers' perceptions of a parent's journey
  30. Employing Technologies to Engage Students with Diverse Needs in Rural School Communities
  31. Guest editorial
  32. Sustaining an inclusive approach to schooling in a middle school location
  33. Challenges and potential solutions for enabling inclusion in secondary schools
  34. Promoting inclusivity in Western Australian schools
  35. Bullying and the Inclusive School Environment
  36. The role of the support teacher in regular schools - an international comparison
  37. The role of the support teacher in Australia
  38. Inclusion: identifying potential stressors for regular class teachers
  39. Validation of the factor structure of the interactions with disabled persons scale
  40. The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees
  41. Inside four walls
  42. Inclusion: Is it stressful for teachers?
  43. Inclusive Practices: How Accepting are Teachers?
  44. Educators' beliefs about inclusive practices in Western Australia
  45. Attributions of the social acceptance and integration of children with mild intellectual disability