Faculty of Education and Human Development

Prof. Chris FORLIN

PhD, BEd (1st HONS), CERT TCH (MERIT), FACE

Position: Adjunct Professor
Office: B3-2/F-39
Phone: (852) 2948 8197
Fax: (852) 2948 7794
E-mail: cforlin@ied.edu.hk

  

 

Profile Details of Prof. Chris FORLIN (RICH system):

https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=72831

Federation In Community Support Website

http://www2.ied.edu.hk/fpece/fics/

Teaching Areas

  • Inclusive Education
  • Special Education
  • Research Methods

Research Interests

  • Preserive & inservice teacher education for inclusion
  • School reform for inclusive practices
  • Curriculum and pedagogy for enabling inclusion
  • Support for students with special educational needs

Recent and Ongoing Research Projects

  • The Asia Pacific Partnership for Learning Behaviour
  • Transitions for Students with Special Education Needs within a Whole School Approach to Inclusion

Representative Publications

  • Forlin, C. (2012). Future directions for inclusive teacher education: An international perspective. New York: Routledge.
  • Forlin, C. (2012). Diversity and its challenges for teachers. In C. Forlin (Ed.), Future Directions for Inclusive Education (pp.83-92). New York: Routledge.
  • Forlin, C. (2012). Future direction: What is needed now for effective inclusive teacher education? In C. Forlin (Ed.), Future Direction for Inclusive Teacher Education (pp.173-182). New York: Routledge.
  • Forlin, C. (2012). Responding to the need for inclusive teacher education: Rhetoric or reality? In C. Forlin (Ed.), Future Directions for Inclusive Teacher Education (pp.3-12). New York: Routledge.
  • Forlin, C. (2010). Teacher Education for Inclusion. In R. Rose (Ed.), Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Schools (pp.155-170). Abingdo: Routledge.
  • Chambers, D., & Forlin, C. (2010). Initial teacher education and inclusion: A triad of inclusive experiences. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 74-83). Abingdon: Routledge.
  • Forlin, C. (2010). Future direction for teacher education for inclusion. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 246-252). Abingdon: Routledge.
  • Forlin, C. (2010). Re-framing teacher education for inclusion. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 3-10). Abingdon: Routledge.
  • Forlin, C. (Ed.) (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. Abingdon: Routledge.
  • Forlin, C., & Dinh, N. T. (2010). A national strategy for supporting teacher educators to prepare teachers for inclusion. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 34-44). Abingdon: Routledge.
  • Forlin, C. (2008). Catering for learners with diverse needs: An Asia-Pacific focus. Hong Kong: HKIEd.
  • Forlin, C. (2008). Education reform for inclusion in Asia: What about teacher education?. In C Forlin, & M. G. J. Lian (Eds), Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region (pp.74-82). Abingdon, USA: Routledge.
  • Forlin, C., & Lian, M. G. J. (2008). Contemporary trends and issues in educational reform for special and inclusive. In C. Forlin, & M. G. J. Lian (Eds.), Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region (pp.3-12). Abingdon, USA: Routledge.
  • Forlin, C., & Lian, M. G. J. (Eds.) (2008). Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. Abingdon, USA: Routledge.
  • Forlin, C., Au, M. L., & Chong, S. (2008). Teachers' attitude, perceptions and concerns about inclusive education in the Asia-Pacific region. In C. Forlin, & M. G. J. Lian (Eds.), Reform, Inclusion, and Teacher Education: Towards a New Era of Special and Inclusive Education in Asia-Pacific Regions (pp.90-102). New York, USA: Routledge.

Refereed Journal Articles

  • Forlin, C., Sharma, U., & Loreman, T. (2013). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education. 
  • 潭摮雿蝳具蝢剖曇 (2013) : 脣嗅漲銝畾曉飛撟喟摮貊璈蝛嗚蝷綽擐皜舐寞脰憯嚗15嚗106-110
  • Peters, B., Forlin, C., McInerney, D., & Maclean, R. (2013). Social Interaction and Cooperative Activities: Drawing Plans as a Means of Increasing Engagement for Children with ASD. International Journal of Whole Schooling, 9(2), 61-88.
  • Forlin, C. (2013). Special Issue: Transitions for students with Special Educational Needs. Australasian Journal of Special Education, 37(1), 1-3. http://dx.doi.org/10.1017/jse.2013.9  
  • Forlin, C. (2013). Changing paradigms and Future directions for implementing inclusive education in develooping countries. Asian Journal of Inclusive Education, 1(2), 19-31.  
  • Forlin, C., Sharma, U., & Loreman, T. (2013). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education.  doi: 10.1080/13603116.2013.819941 
  • Forlin, C. (2013). Issues of Inclusive Education in the 21st Century. Journal of Learning Science, 6, 67-81.
  • Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four-country study of teaching self-efficacy. Australasian Journal of Teacher Education. 38(1), 27-44. doi: 10.1017/jse.2013.8   
  • Forlin, C., & Cooper, P. (2013). Student behaviour and emotional challenges for teachers and parents in Hong Kong. British Journal of Special Education. 40(2), 58-64.  
  • Jones, P., Folin, C., & Gillies, A. (2013). The Contribution of Facilitated Leadership to Systems Development for Greater. International Journal of Whole Schooling, 9(1), 60-74.
  • Sharma, U., Forlin, C., Deppeler, J., Guang-xue, Y. (2013). Reforming teacher education for inclusion in developing countries in the Asia-Pacific region. Asian Journal of Inclusive Education, 1(1), 3-16.
  • Forlin, C., Sin, K.F., & MaClean, R. (2013). Transition for a student with special educational needs from primary to secondary school in Hong Kong. Australasian Journal of Special Education, 37, 49-63. 
  • Forlin, C., Sharma, U., & Loreman, T. (2013). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education, ., .-. 
  • Forlin, C. , Peters, B., Chan, D., & Lau, E. (2012). "I'm not a Rice Pot": Disability, Society and Inclusion in Hong Kong. Journal of Exceptional People, 1(2), 19-29.
  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21.
  • Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 51-65.
  • Peters, B., & Forlin, C. (2011). Chinese children with ASD in Hong Kong: Development of inclusive practice. Journal of Research in Special Education Needs, 11(2), 87-98.
  • Forlin, C. (2011). Developing and implementing quality inclusive education in Hong Kong: Implications for teacher education. Journal of Research in Special Education Needs, 10(3), 41-48.
  • Forlin, C. (2011). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649-654.
  • Peters, B., & Forlin, C. (2011). Social-cognitive development strategies in children with ASD in an inclusive primary school in Hong Kong (SAR). Journal of Research in Special Educational Needs, 11(2), 87-98.
  • Phillipson, S., & Forlin, C. (2011). Teachers’ perspectives of inclusion in Hong Kong: Understandings through visual representation. International Journal of Whole Schooling, 7(1), 1-19.
  • Sharma, U., Loreman, T., & Forlin, C. (2011). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 11(1), 1-10.
  • Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
  • Peters, B., & Forlin, C. (2011). Informing educational decisions in the early years: Can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience?. British Journal of Special Education, 38 (3), 135-142.
  • Forlin, C. (2010). The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners. School Psychology International, 31(6), 617-630.
  • Forlin, C., Garcia, I. C., Romero-Contreras, S, Fletcher, T., & Rodriguez, H. .J. R (2010). Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers. International Journal of Inclusive Education, 14(7), 723-739.
  • Forlin, C. (2010). From Special to Inclusive Education in Macau (SAR). International Journal of Inclusive Education, 15(4), 443-444.
  • Rose, R., & Forlin, C. (2010). Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education, 14(3), 309-323.
  • Forlin, C., & Rose, R. (2010). Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs, 10(1), 13-22.
  • Forlin, C. (2010). One school for all: A multi-faceted practice. International Journal of Whole Schooling, 6(1), 1-6.
  • Forlin, C., & Sin, K. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. International Journal of Whole Schooling, 6(1), 7-26.
  • Du Toit, P., & Forlin, C. (2009). Cultural transformation for inclusion: What is needed? A South African perspective. School Psychology International, 30(6), 644-666.
  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13 (2), 195-209.
  • Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23 (7), 773-785.
  • Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55 (3), 251-264.

Creative and Literary Works, Consulting Reports and Case Studies

  • Forlin, C. & Chambers, D. (2013). Inclusive Education for Students with Disability: A review of the non-government sector in Australia. Report 2. Report to the Australian Government Department of Education & Australian Research Alliance for Children and Youth. Canberra, Australia.
  • Forlin, C., Chambers, D., Loreman, T., Deppeler, J., & Sharma, U. (2013). Inclusive Education for Students with Disability: A review of the best evidence in relation to theory and practice. Report to the Australian Government Department of Education & Australian Research Alliance for Children and Youth. Canberra, Australia.
  • Sin, K.F., Forlin, C., Au, M.L, Ho, F.C., Lui, M., & Yan, Z. (2012). Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System. Hong Kong: Equal Opportunities Commission and Centre for Special Educational Needs and Inclusive Education, HKIEd.