Abstract

This qualitative study aimed to examine the inclusive practices implemented in
three faith-based kindergartens in Hong Kong. A questionnaire was used to collect
information about school backgrounds, students' special needs, teacher training, special
education services, curriculum design, school policy, parental involvement, and challenges
faced by these schools when implementing their inclusive practices. The primary focus of
this study was the influence of faiths on the provision of inclusive services for children
with special needs. The results indicated that faiths, along with other factors, have played a
significant role in contributing to the inclusive education services provided to children in
these schools