Inclusive education originally developed for younger students.  As more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education (HE) has increased.  A unit named 'Unit for Learning Achievement (ULA)' is set up at CIHE and CBCC.  The unit is committed to conduct research in the field of inclusive education.  It also provides services for students with special education needs, with the aims to promote academic achievement, and socio-emotional well-being of students with SEN.  A Whole School Approach is adopted to strengthening team spirit of teachers, school personnel, and students with or without SEN.  The running of ULA is evidence-based.  A series of research projects are conducted to provide useful information for promoting quality services to our students, SEN or non-SEN.  It also helps engage academic staff to teach in inclusive classes.

 

A basic requirement of scientific study is satisfactory reliability and validity of the measuring instruments used in the research.  Hence, ULA conduct an initial study on cross-validation of measuring instruments for research in the field of inclusive education.  It aims to back up studies of inclusive education in Hong Kong by providing a set of measurements with good psychometric properties.

 

Past research showed that teachers' attitudes towards inclusive education are important elements of inclusive education.  Teachers' self-efficacy and intention for teaching inclusive classes also contribute to the effectiveness of inclusive education.  It is hence necessary to gather information on teachers' view on inclusive education.   Empirical data on these aspects provide useful information for conducting training workshop in a more targeted manner.

 

Of equally importance is students' attitudes towards inclusive education.  Negative attitudes tend to create a learning environment that students with SEN feel unaccepted, which in consequence, may negatively affect their self-concept.   SEN students' social and emotional well-being are major concern of inclusive education.  One of the studies of ULA is to look into these aspects and make recommendation for promoting holistic well-being of SEN students.

 

Literature reviews showed mixed results on the overall effectiveness of inclusive education.  However, specific intervention programme reported positive findings.  ULA provides training workshops and running intervention programmes for SEN students and teaching staff.  Evaluative research is conducted to ascertain the effectiveness of these services of ULA.   Qualitative and quantitative methods are used for the process and outcome evaluation.  With feedback from findings of evidence-based research, ULA is expected to make high quality contribution to inclusive education.