Singapore, Hong Kong, China

Teacher Confidence, Perceived Competence, and Home–School Partnerships: Strengthening Inclusive Education in Mainland China, Hong Kong (SAR), and Singapore

Status
Completed Research
Research Year
2025-26

Academic Institution

Project Funder

For millions of students with special educational needs and disabilities, access to schooling and meaningful learning experiences is still challenging. At the heart of this gap lies a critical but often overlooked aspect: teachers as agents of inclusion, and how we can strengthen teachers’ competence and home-school partnerships in inclusive education. This research project examines three Asian contexts: China, Hong Kong and Singapore, to gather insights into current practice. This study seeks not only to inform national policies and approaches, but also to contribute to the global conversation about how to make inclusive education work for those most at risk of being left behind.

Researchers

Mentors