Chris Forlin
Biographic Data
| ID | 4605847 |
|---|---|
| NAME | Chris Forlin |
| GIVEN NAMES | Chris |
| FAMILY NAME | Forlin |
| SIGNATURE | FORLIN C |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-6438-9591 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Developing a scale to measure the diversity of motivations and practices of home-schooling
Internationally, there has been a dramatic evolution in the numbers of parents choosing to home-school their children for some, or all, of their schooling. Research to date has mainly focussed on the characteristics and motivations of parents who home-school. Little is known about the practice and implementation of home-schooling, especially for learners with disability or additional learning needs. Where research exists, it is generally qualitat…
Implementation of Home-Schooling
With increasing numbers of parents choosing to home-school their child, currently there is very limited information about how this is implemented. Utilizing the recently developed Parents’ Perceptions of Home-Schooling scale (PPHS), a survey of 93 home-schooling parents in Western Australia was undertaken. Data were collected using five Likert scales to obtain information concerned with a range of implementation aspects. Key findings were related…
Mitigating and minimising at-home illness-related stress of well-siblings through school support
Living with a chronic health condition in the home can have a debilitating effect on the psychosocial and psychoaffective wellbeing of the entire family. This is particularly the case for healthy school aged siblings. This research investigated the perceptions and experiences of at-school support for well-siblings to evaluate its effectiveness in mitigating and minimising the at-home illness-related stress effect. Seven siblings (both primary and…
Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions
This paper examines issues impacting parental choice for home-schooling in one state in Australia. Data were collected from 99 parents home-schooling at least one child during the 2022 academic year. Utilizing the newly developed Parent Perceptions of Home-Schooling scale, consideration was given to proactive and reactive reasons perceived by parents as impacting their decision-making. Proactive reasons consisting of philosophical beliefs and nee…
Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale ( Teip‐SF )
High self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measureme…
Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school
The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open‐ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting t…
The Teacher Efficacy for Inclusive Practices (Teip) Scale
An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades
Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involv…
An historical ethnography of the enactment of Rawl’s Theory of Justice as applied to the education of learners with disability in Western Australia
The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and…
Teacher Education for Diversity
This research reports the findings from three Queensland universities regarding preservice teachers' attitudes towards people with disabilities. The Interactions With Disabled Persons Scale (Gething, 1991) was administered to investigate the effect of personal attributes on preservice teachers' acceptance of and social interactions with people with disabilities. The findings indicate that only four percent of preservice teachers surveyed had unde…
Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education
This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept the…
Placement, inclusion, law and teachers’ perceptions in Macao’s schools
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for it…
Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
Using indicators as a catalyst for inclusive education in the Pacific Islands
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Educat…
Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarificatio…
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
Solomon Islands school leaders readiness for inclusive education
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of seco…
Educational reform in Japan towards inclusion
Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to ed…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
Measuring teacher efficacy to implement inclusive practices
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18‐item scale was developed on a sample of 607 pre‐service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behav…
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
This paper reports the final development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and admini…
Teacher preparation for inclusive education
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to…
Inclusion in Mexico
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self‐efficacy in being prepared to engage as…
Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong
This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recor…
From special to inclusive education in Macau (SAR)
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mains…
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teache…
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 …
Using indicators as a catalyst for inclusive education in the Pacific Islands
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Educat…
Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
Teacher education reform for enhancing teachers’ preparedness for inclusion
The difficulties associated with university preparation courses for teachers have been noted for many years (2009). With the movement towards an inclusive schooling system, teacher education has be
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
Educational reform in Japan towards inclusion
Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to ed…
Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education
This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept the…
Inclusion in Mexico
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self‐efficacy in being prepared to engage as…
Developing a scale to measure the diversity of motivations and practices of home-schooling
Internationally, there has been a dramatic evolution in the numbers of parents choosing to home-school their children for some, or all, of their schooling. Research to date has mainly focussed on the characteristics and motivations of parents who home-school. Little is known about the practice and implementation of home-schooling, especially for learners with disability or additional learning needs. Where research exists, it is generally qualitat…
Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarificatio…
Solomon Islands school leaders readiness for inclusive education
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of seco…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
From special to inclusive education in Macau (SAR)
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mains…
Promoting inclusivity in Western Australian schools
As Federal, State and Territory governments in Australia promote greater inclusivity, schools are simultaneously being required to be more accountable for their actions. As an attempt to provide an appropriate process for schools to employ to enable them to meet both of these requirements the Index for Inclusion was validated for use in the Western Australian context. Five Western Australian schools (three government, one independent, one Catholi…
The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees
Three case studies were conducted of seventh graders teaching mathematics to third graders, in place of their classroom teacher, applying the Learning Through Teaching (LTT) method. Audio and video recording provided information on tutoring sessions. Trained observers coded the behaviours of the tutors and tutees during the tutoring sessions and in their respective classes during mathematics and other lessons. The results show that when tutors ar…
Promoting inclusivity in Western Australian schools
As Federal, State and Territory governments in Australia promote greater inclusivity, schools are simultaneously being required to be more accountable for their actions. As an attempt to provide an appropriate process for schools to employ to enable them to meet both of these requirements the Index for Inclusion was validated for use in the Western Australian context. Five Western Australian schools (three government, one independent, one Catholi…
Inclusive Educational Practices
Education in Hong Kong increasingly needs to change to reflect a growing movement toward providing more equitable educational opportunities by initiating inclusive educational practices. In recent years a number of very important educational reforms have moved the whole-school approach to integrated education forward and have attracted major attention from both government and private systems. There is little doubt that this movement will continue…
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 …
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teache…
Inclusion in Mexico
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self‐efficacy in being prepared to engage as…
Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong
This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recor…
From special to inclusive education in Macau (SAR)
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mains…
Teacher education reform for enhancing teachers’ preparedness for inclusion
The difficulties associated with university preparation courses for teachers have been noted for many years (2009). With the movement towards an inclusive schooling system, teacher education has be
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
This paper reports the final development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and admini…
Teacher preparation for inclusive education
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to…
Measuring teacher efficacy to implement inclusive practices
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18‐item scale was developed on a sample of 607 pre‐service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behav…
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong
This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Furth…
Educational reform in Japan towards inclusion
Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to ed…
Knowledge and perceived social norm predict parents’ attitudes towards inclusive education
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and t…
Solomon Islands school leaders readiness for inclusive education
The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive education in their respective schools. Completed questionnaires were received from 85 leaders of seco…
Using indicators as a catalyst for inclusive education in the Pacific Islands
The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Educat…
Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarificatio…
Placement, inclusion, law and teachers’ perceptions in Macao’s schools
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for it…
Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
Teacher Education for Diversity
This research reports the findings from three Queensland universities regarding preservice teachers' attitudes towards people with disabilities. The Interactions With Disabled Persons Scale (Gething, 1991) was administered to investigate the effect of personal attributes on preservice teachers' acceptance of and social interactions with people with disabilities. The findings indicate that only four percent of preservice teachers surveyed had unde…
Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education
This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept the…
An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades
Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involv…
An historical ethnography of the enactment of Rawl’s Theory of Justice as applied to the education of learners with disability in Western Australia
The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and…
Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school
The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open‐ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting t…
Psychology (26 works) · Pedagogy (24 works) · Political science (20 works) · Collaborative Teaching and Inclusion (19 works) · Inclusion (mineral (18 works) · Medicine (17 works) · Sociology (17 works) · Medical education (16 works) · Teacher Education and Leadership Studies (16 works) · Special education (15 works)