Fung, K. Y., Fung, K. C., Lui, T. L. R., Sin, K. F., Lee, L. H., Qu, H., & Song, S. (2025). Exploring the impact of robot interaction on learning engagement: A comparative study of two multi-modal robots. Smart Learning Environments. 12: 12. https://doi.org/10.1186/s40561-024-00362-1
Fung, K. Y., Fung, K. C., Lee, L. H., Lui, T. L., Qu, H. & Song S. & Sin K. F. (2025). A study on using ChatGPT to help students with Dyslexia learn Chinese and English writing. ECNU Review of Education.
Wan, K., Lau, K. H., Wong, H.Y., Yu, W. Y., Cheong, A. M. Y., Chung, E., Y. H., Lum, C. W., Sin, K. F. and Leung, T. W. (2024). Fostering holistic eye care for children with special educational needs: an interprofessional education program bridging optometry and education. BMC Medical Education.4:1340. https://doi.org/10.1186/s12909-024-06350-w
Gao, X., Ye, F. T. F., Lee, K., Bautista, A., Sin, K. F., & Yang, L. (2024). Parents differ in their sensitivity to the environment: An investigation of the relationship between socioeconomic status, social support, and child maltreatment risks. Child Abuse & Neglect. Vol 158 Publisher: Elsevier.
Gao, X., Ye, F. T. F., Lee, K., Bautista, A., Sin, K. F., & Yang, L. (2024). Chaotic or crowded? The role of physical household environment in children's learning during the COVID-19 pandemic. Journal of Environmental Psychology. Volume 100, December 2024, 102474 (https://doi.org/10.1016/j.jenvp.2024.102474).
Pang, F., Yang, L., Tse, C.Y. & Sin, K. F. (2024). Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. (https://doi.org/10.1007/s10803-024-06473-5)
Chung, E. Y. H., Sin, K. K. F. & Chow, D. H. K. (2024): Building and testing of a robotic intervention framework to enhancing the social engagement of children with Autism Spectrum Disorder, Disability and Rehabilitation: Assistive Technology, DOI: 10.1080/17483107.2024.2412076 (https://doi.org/10.1080/17483107.2024.2412076)
Shi, Y. R. & Sin, K. F. (2024). Exploring the effects of web-based psychological capitals training on teachers’ PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education. PLoS ONE, Published: September 30, 2024, https://doi.org/10.1371/journal.pone.0306453
Nigmatullina, I., Vasina, V., Pavlova, L., Garachshenko, V., & Sin, K. F., (2024). Competencies of specialists working with children with ASD in the system of continuing education. Education and Self Development, 19, 3, 56-71.
Yang, L., Pang, F. & Sin, K. F. (2024). Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education. Teaching and Teacher Education. Volume 144, July 2024, 104595
Fung, K. Y., Lee, L. H., Sin, K. F., Song, S. H. & Qu, H. M. (2024). Humanoid robot empowered language learning based on self determination theory. Education and Information Technologies, https://doi.org/10.1007/s10639-024-12570-w. Published online. 14 March 2024.
Fung, K. Y., Tang, K. Y., Lui T. L., Sin K. F., Lee, L. H., Qu, H., & Song, S. (2024). ADPS - A pre-screen tool for students with Dyslexia in learning traditional Chinese. IEEE Transactions on Learning Technologies, Vol. 7. 1454-1470. Publishing date: 2/4/2024.
Chung, E. Y. H., Sin, K. F., & Chow, D. H. K. (2024). Effectiveness of robotic intervention on improving social development and participation of children with Autism Spectrum Disorder- A randomised controlled trial. Journal of Autism and Developmental Disorders. Published dated, 17/1/2024. https://doi.org/10.1007/s10803-024-06236-2
Chung, E. Y. H., Sin, K. F. & Chow D. H. K. (2024). Qualitative outcomes and impact of a robotic intervention on children with Autism Spectrum Disorder: A multiple embedded case study. 1-9 British Journal of Occupational Therapy. https://doi.org/10.1177/03080226241252272, 16 April 2024,
Yang, L., Sin, K. F. & Savickas, M. L. (2023). Assessing factor structure and reliability of the career adaptability scale in students with special educational needs. Frontiers in Psychology, 14, 1030218
Ye, F. T.-F., Gao, X., Sin, K. F., & Yang, L. (2023). Remote learning and mental health during the societal lockdown: A study of primary school students and parents in times of COVID-19. BMC Public Health, 23(1), 1106 Doi:10.1186/s12889-023-1604
Zhong, S. H., Song, S. Z., Tang, T. H. Nie, F., Zhou, X. R., Zhao, Y. K., Zhao, Y. Z., Sin, K. F. & Chan, S. H. G. (2023). A machine learning dyslexia prescreening mobile application for Chinese children, Proceedings of The ACM Interact. Mobile Wearable Ubiquitous Technology., Vol. 7, No. 3, Article 143. Publication date: September 2023.)
Sin, K. F., Yang, L. & Ye, F. T. F. (2023) Self-dehumanization and other-dehumanization toward students with special educational needs: Examining their prevalence, consequences and identifying solutions - A study protocol. BMC Psychology, 11, 137. https://doi.org/10.1186/s40359-023-01178-3
Yang, L., Pang, F., & Sin, K. F. (2023). Assessing the psychometric properties of the practice and product inventory of supporting students with ASD (PPI-SSA): A concise assessment tool for teachers in inclusive classrooms. Sustainability, 15(19), 14576.
Fung, K. Y., Sin, K. F., Wen, Z. A., Lee, L. H., Song, S. H., & Qu, H. (2022). Designing a game for pre-screening students with specific learning disabilities in Chinese. In Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility https://doi.org/10.1145/3517428.3550384
Ye, T. F., Sin, K. F., & Gao, X. (2022). Subjective well-being among parents of children with special educational needs in Hong Kong: Impacts of stigmatized identity and discrimination under social unrest and COVID-19. International Journal of Environmental Research and Public Health, 19(1), 238. https://doi.org/10.3390/ijerph19010238
Yang, L., Hsu, L. C., Ye, T. F. F. & Sin, K. F. (2022). Assessing emotions of teaching assistants in inclusive education. Frontiers in Psychology, Section Educational Psychology, Vol. 13. July 2022, https://doi.org/10.3389/fpsyg.2022.813726
Yang, L., Chiu, H. M., Sin, K. F. & Liu, M. (2022). The effects of school support on school engagement with self-determination as a mediator in students with special needs. International Journal of Disability, Development and Education, 69(2), 399-414, DOI: 10.1080/1034912X.2020.1719046
Ye, T. F. F., Gao, F., Yang. L., Hsu, C. L. & Sin, K. F. (2022). Development and psychometric evaluation of the Generic Skills Teacher-Rating Scale for students with SEN in Hong Kong. Hong Kong Journal of Special Education, 24, 1-20.
Yan, Z., Xiao, Y. Y., Sin, K. F., Yang, L., Guo, W. Y. (2021). Formative assessment practices in special school classrooms with the support of E-books: A case study, Frontiers in Education, Section: Assessment, Testing and Applied Measurement. 27th July 2021 https://doi.org/10.3389/feduc.2021.674869
Szeto, E., Sin, K. F. & Volante, P. (2021). Middle teacher leadership practice for social justice: Young people’s career development in senior secondary education. International Studies in Educational Administration, 49-3, 82-102.
Cheng, S. & Sin, K. F. (2021). Thinking styles and career decision-making self-efficacy among deaf or hard of hearing, and hearing students. Exceptionality, 29 (3), 167-181
Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress. R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives 146-162). Asian perspectives. New York: Routledge.
Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (313-326). Singapore: Springer.
Cheng, S. Y., & Sin, K. F. (2020). University self-efficacy and quality of university life among students with and without hearing impairment, International Journal of Disability, Development and Education. Published online: 13 Aug 2020 https://doi.org/10.1080/1034912X.2020.1801989
Cheng, S. Y., Wang, T. Z. & Sin, K. F. (2020). Thinking styles and student engagement among deaf and hard of hearing students, Journal of Developmental and Physical Disabilities, Doi: 10.1007/s10882-020-09745-x [Published 23 March 2020]
Szeto, E., Cheng, A. Y. N., & Sin, K. K. F. (2020). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community. International Journal of Inclusive Education, 24(8), 828-848.
‘Szeto, E., Sin, K., & Leung, G. (2020). A cross-school PLC: How could teacher professional development of robot-based pedagogies for all students build a social-justice school?. Professional Development in Education, Online, 1-16. (https://doi.org/10.1080/19415257.2020.1787201)
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Szeto, E., Cheng, A. Y. N., & Sin, K. F. (2019). Challenges of difference and difficulty: How do principals enact different leadership for diverse student population in a changing Chinese school context? International Journal of Leadership in Education, 22 (5).
Lui, M., Lau, K. B., Tam, V., Chiu, H. M., Li, S. C. & Sin, K. F. (2019). Parents’ impact on children’s school engagement and performance: Marital satisfaction, parental involvement, and mental health. Journal of Child and Family Studies, 29, 1548-1560, (https://doi.org/10.1007/s10826-019-01655-7, 16 November 2019)
Cheng, S. Y. & Sin, K. F. (2019). Thinking styles and self-determination among university students, Research in Developmental Disabilities, 89, 61-69. (https://doi.org/10.1016/j.ridd.2018.11.002)
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Szeto, E. & Sin, K. F. (2018). Career education policy: What are teachers’ experiences in support of student career development in the diverse school setting? Hong Kong Journal of Special Education, 20, 17-33.
Chao, C. N., Lai, T. T., Ji, M. X., Lo. S. K., & Sin, K. F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? Teaching and Teacher Education, 75, 164-173. (https://doi.org/10.1016/j.tate.2018.06.014)
Yang, L., Gao, F. & Sin, K. F. (2017). Validation of the Self-report Family Inventory (SFI) in Chinese students with special educational needs. Hong Kong Journal of Special Education, 19, 1-19.
Sin, K.F. & Yang, L. (2018). Post-school transition of students with special educational needs in Hong Kong. In M. Pavlova, J. C. K. Lee & R. Maclean, (eds.), Transitions to Post-School Life (183-195). Singapore: Springer
Cheng, S. Y. & Sin, K. F. (2018): Conceptions of learning and quality of university life among deaf, hard of hearing, and hearing university students, International Journal of Inclusive Education, 22 (12), 1333-1344. https://doi.org/10.1080/13603116.2018.1427154
Yang, L., Gao, F. & Sin, K. F. (2017). Validation of the Self-report Family Inventory (SFI) in Chinese students with special educational needs. Hong Kong Journal of Special Education, 19, 1-19.
Yan, Z. & Sin, K. F. (2017). The theory of planned behavior: Two applications to inclusive education. In A. H. Seyal & M. N. A. Rahman (Ed.). Theory of planned behavior: New research, 79-108. New York: Nova Science Publishers, Inc.
Forlin, C., & Sin, K. F. (2017). In-service teacher training for inclusion: Best practice models for professional learning. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. Published online on March 2017. (DOI: 10.1093/acrefore/9780190264093.013.161)
Lui, M., Yang, L. & Sin, K. F. (2017). Parents’ perspective of the impact of school practices on the functioning of students with special educational needs. International Journal of Disability, Development and Education, 64(6), 624-643. Published online on 1 July 2017. (DOI:10.1080/1034912X.2017.1315803) (http://dx.doi.org/10.1080/1034912X.2017.1315803)
Davies, M., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macau and Mainland China Teachers’ Report. International Journal of Disability, Development and Education, 65(1), 1-21. (DOI: 10.1080/1034912X.2017.1346238) (http://dx.doi.org/10.1080/1034912X.2017.1346238).
Xu, S. Q., Cooper, P. & Sin, K. F. (2017). The ‘Learning in regular classrooms’ initiative for inclusive education in China. International Journal of Inclusive Education. 22(1), 54-73. (DOI: 10.1080/13603116.2017.1348547) (http://dx.doi.org/10.1080/13603116.2017.1348547).
Sin, K. F. & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.
Cheng, S. Y., Hu, X. Z., & Sin, K. F. (2016). Thinking styles of university deaf or hard of hearing students and hearing students. Research in Developmental Disabilities, 55, 377-387.
Tsang, V., Sam, K. L., Wong, W. K., Cheng, W. K. L., Sin, K. F. & Ho, F. C. (2016). A paradigm shift in intervention approaches for children with attention-deficits/ hyperactivity disorders: A systematic review of psycho-behavioral interventions, Journal of Acta Psychopathol, Vol. 2 No. 2: 44, (http://dx.doi.org/10.4172/2469-6676.100044)
Yang, L., Arens, K., Xu, M., & Sin, K. F. (2016). Testing the internal/external frame of reference for academic self-concept in Chinese vocational students. In R. B. King & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (101-123). Singapore: Springer
Yang, L., Sin, K. F., Cheng S. Y., & Gao, F. Z. (2015). Developing a short form of Career Development Self-Efficacy Inventory (SF-CD-SEI) for students with special educational needs. Hong Kong Journal of Special Education, 17, 28-39.
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Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205-221. (http://dx.doi.org/10.1080/0305764X.2014.934203)
Yang, L., Watkins, D., Mok, M. M. C., & Sin, K. F. (2015). What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predictors. Hong Kong Journal of Special Education, 16, 24-47.
Tsang, K. L. & Sin, K. F. (2014). IEP development in Hong Kong: Implications for the future (DOI: 10.12796/caise-review.2014V2.005). CAISE Review, Retrieved from http://dx.doi.org/10.12796/caise-review.2014V2.005, 2(2), online.
Yang, L., Sin, K. F., Li, X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms. The International Journal of Psychological and Educational Assessment(TIJEPA), 16 (2), 20-46.
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