This study examined pre-service teachers’ perceptions of inclusive education in Hong
Kong and investigated the effect of four variables (special education training, contact with people with disabilities, gender, and experience in teaching students with SEN) on pre-service teachers’ perceptions of inclusive education. Questionnaires were first distributed to pre-service teachers at the University of Hong Kong and participants were invited for a follow-up interview. After omitting cases with missing information, the sample size was 180 for survey and 10 for interview, respectively. Results indicated that pre-service teachers’ perceptions of inclusive education were slightly positive. Special education training and experience in teaching students with SEN were found to be significantly associated with pre-service teachers’ perceptions. Yet, contact with people with disabilities and gender were found no significant difference. Interview findings affirmed the importance of teacher training and teaching experience in facilitating the policy. Implications were discussed for the successful implementation of inclusive education in Hong Kong and for future research.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio
