Our article is cited in Topics in Early Childhood Special Education August 2015 vol. 35 no. 279-88 with Impact Factor:0.535 | Ranking:Education, Special 32 out of 39.
Here is the abstract of that article
Inclusion of Children With Special Needs in Early Childhood Education What Teacher Characteristics Matter
Frances Lai Mui Lee,
Alexander Seeshing Yeung,
Danielle Tracey, PhD
Katrina Barker, PhD
1City University of Macau, China
2Australian Catholic University, Sydney, Australia
3University of Western Sydney, Australia
Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers’ attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers’ support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored.